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Little research has focused carefully on the means by which peer mentors foster development in undergraduate proteges. Two faculty members developed a holistic, peer-mentoring project in which 26 upperclassmen mentored 74 underclassmen at a midsize, 4-year institution. Mentor journal notes, open-ended protege responses, and participant observations were analyzed using a grounded theory approach, resulting in the emergence of 7 themes of mentor service activity. Findings expand our understanding of the mechanics through which peer mentors successfully serve and foster the development of early undergraduates in making the transition to college. Results can be used to facilitate the transition of academically underprepared undergraduates, who have the lowest retention rates.

Two faculty members developed and implemented a successful, holistic, goal-oriented peer-mentoring project for two years at a midsize, urban university to enhance student success and retention. In year one, 12 juniors and seniors mentored 34 freshmen and sophomores; in year two, 14 upperclassmen mentored 40 underclassmen. A grounded theory approach was used to analyze goal-progress tracking data, postintervention survey data self-reported by proteges, and mentor journals. The following six themes emerged from this data analysis: academic skills and knowledge, career decision-making, connectedness to others, maturity, physical well-being, and aspiration. Findings advance our summary understanding of the context in which students may grow and develop because of holistic mentoring, understanding that may have value in informing the intelligent design of future mentoring experiences. Results also support program efficacy, from an overall standpoint as well as regarding improvements from the year one to year t...

The author gives a personal account of his relationship with his graduate mentor, Allan Schnaiberg. He also describes a mentoring project that he created with a colleague. The mentoring project emerges as both a vehicle for and a window onto the intergenerational transmission of the mentoring disposition of Schnaiberg. It stands as but one of many branches of the expanding influence of Schnaiberg’s life as a scholar, professor, graduate mentor and man. The importance of holistic mentoring is explored, with particular attention to the critical value of its central, affective dimension. Mentoring is particularly important today for non-traditional students, who have a heightened need to feel that they belong in the academic setting. It is suggested that mentoring serves as the guidance function associated with the process by which any being goes through the challenging transition from one cycle, or level of experience, to the next.

Black churches in the USA constitute a significant source of the homophobia that pervades black communities. This theologically-driven homophobia is reinforced by the anti-homosexual rhetoric of black nationalism. Drawing on a variety of sources, this paper discusses the sources of homophobia within black communities, and its impact upon self-esteem, social relationships and physical health. Religion-based homophobia and black nationalism point to wider structures which have influenced their emergence, including racism, patriarchy and capitalism. It is vital for US black churches and communities to understand and transcend their longstanding resistance to openly addressing complex, painful issues of sexuality and embrace healthier definitions of black manhood.

Despite the rising number of cases of HIV in adults over age 50, older persons rarely are considered to be at risk for HIV/AIDS, and even though they may be involved in risky behavior, such as unprotected penetrative sex, they may not consider themselves vulnerable to becoming infected. Informed awareness of risk is essential to making positive decisions about adopting preventive measures. We examined demographic, sociobehavioral, and contextual factors that predict urban, low–income older adults’ perception of HIV/AIDS risk. Logistic regression results from 398 residents aged 50–93 living in six buildings in two American cities found that males, younger participants (aged 50–61), those living in higher risk buildings, and those who worried more about contracting HIV/AIDS were more likely to perceive themselves to be at HIV/AIDS risk. Findings accounted for 32% of the variance and the prediction success rate was 72%. Results point to the importance of considering sociodemographic characteristics and environmental (contextual) factors as they influence heuristic decision making in understanding HIV/AIDS risk perception among low–income urban older adults and when designing HIV/AIDS education and intervention strategies targeting this population. Perception of risk for HIV/AIDS, defined for the purposes of this article as individuals’ subjective perceptions of their own likelihood of contracting the virus, has interested both researchers and interventionists because of the centrality of risk perception to health beliefs, and cognitive–behavioral and social learning models of health behavior (Ajzen & Fishbein, 1980; Bandura, 2001; Prochaska & DiClemente, 1986; Rogers, 1983). These models presume that the individual’s perception of risk is a necessary antecedent to self–protective changes in behavior. According to these models, increased knowledge and awareness of the dangers of HIV infection through personal behavior motivates individuals to select self–protective or less risky actions (e.g., Catania