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Racism and White supremacy culture shape the experiences of youth and adults in mentoring programs, which is detrimental to the development of BIPOC youth. The aims of this paper are to a) show why anti-racism training and education for adult mentors is necessary for promoting the positive development of BIPOC youth and b) offer a framework for anti-racist education and training for mentors. We review research showing how mentors' attitudes about race, ethnicity and culture can harm their relationships with BIPOC youth and research on general mentor training, anti-racism training for mentors, and general diversity and anti-bias training in the workplace. Crossing disciplinary boundaries to inform developmental science, we draw upon critical mentoring, culturally relevant and sustaining pedagogy, and ethnic/racial identity frameworks, and propose four components for anti-racist education and training for mentors: a) acknowledging, confronting, and interrupting racism, b) facilitating youth critical consciousness, c) supporting positive identity development in youth, and d) mentors and mentees as active agents and partners. At the foundation of these pillars is decentering and interrupting Whiteness and youth as co-constructors of knowledge. We offer suggestions for future research and practice in anti-racism training for mentors, which also have implications for youth-adult relationships across settings.

The aim of this paper is to explore high school students' critical consciousness development in the context of youth participatory action research (YPAR) focused on food security at an alternative school in Alabama. The YPAR project took place in an elective agriscience class with 10 students (Seven Black, two white, one Latino) who were in the 10th to 12th grades. Utilizing data from researcher notes, classroom observations, and archival classroom documents, we present students' YPAR project outcomes to share their research-driven solutions to food insecurity in their community. Vignettes of classroom dialogue are also constructed to illustrate moments of reflection in the YPAR context about food security. We present three "critical moments," or instances of social analysis, to illustrate how students' individual-level attributions occurred alongside teacher dialogue and student-led investigation of structural inequities in the community. Findings illustrate how students' nonlinear critical consciousness development consisted of reliance on individual-level attributions in classroom dialogue co-occurring with systems-thinking activities and other YPAR project outcomes. This paper has implications for research on the imperfect and wavering nature of adolescent critical consciousness development in YPAR. [ABSTRACT FROM AUTHOR]

This qualitative review synthesizes evidence regarding how cultural humility (i.e., critical self‐reflection, challenging inequity) may be influenced by the experience of serving as a mentor in a youth program. A systematic search identified 35 qualitative studies with findings that address this question. Thematic synthesis of extracted data identified the following six themes, all but one of which pertains to ways in which serving as a mentor appeared to have enhanced the cultural humility of the adults involved: (1) humanizing others: awareness of experiential differences, (2) reflecting inward on one's own identity, biases, and opportunities, (3) connecting with others, (4) recognizing environmental influences on human development, (5) envisioning contributions to community change, and (6) counterevidence: deficit‐oriented attributions. Findings indicate that mentor cultural humility development primarily entailed individual and interpersonal awareness with relatively less evidence of increased awareness of and action to change inequality. The identified themes provide promising directions for future research as well as potentially useful avenues for incorporating consideration of cultural humility more intentionally in the development and evaluation of mentoring programs for youth. Highlights: Themes describe mentors' enhanced awareness of others' experiences, and own biases and opportunitiesFindings indicate relativity less evidence of environmental reflection and actionMost programs were facilitated within higher education that included ongoing support [ABSTRACT FROM AUTHOR]

This research investigated the potential contributions of natural mentoring relationships and ethnic identity to the academic attitudes and performance of Latinx high school students. In a sample of 347 urban Latinx students in grades 9 and 10, analyses examined the presence and quality of mentoring relationships as well as ethnic identity exploration and affirmation as predictors of changes in grade point average and the perceived economic value of education. Analyses included tests for a hypothesized role of ethnic identity in mediating associations of mentoring measures with the academic outcomes. The presence of a mentoring relationship was not significantly related to ethnic identity or change in academic outcomes over time. However, mentoring relationship quality was associated with a more positive ethnic identity, and support was found for the hypothesis that ethnic identity mediates the association between the quality of mentoring relationships and change over time in the economic values toward education among Latinx adolescents. Study findings suggest the importance of supportive adults in the ethnic identity and academic outcomes of Latinx adolescents.

Aims: A relatively large body of research exists on the effectiveness of mentoring programs directed at youth and numerous syntheses of this literature have proven useful for advancing both research and practice. Less studied, but also important is the potential for adults serving in the role of mentor to young persons to be influenced by this experience. A scoping review was conducted with the aim of identifying and critically assessing major trends in the methods and findings in this literature. Methods: Included sources were empirical studies reporting findings that address potential influences on adults (18+) serving as mentors to youth (<18) in formal programs designed for this purpose. The initial search resulted in 3155 records and 96 were included in the review. Results: Approximately half of the studies (58%) focused on younger adults (ages 18–22 years old, e.g., college students) serving as mentors; only a small minority of studies focused on adults over 35 years old (10%). Most studies were qualitative (n = 54). Studies with a quantitative component (n = 18 quantitative only; n = 24 mixed methods) exhibited a significant risk of bias for inferring effects on mentors due to limitations in study design (e.g., lack of comparison group). Studies most often addressed potential outcomes for mentors in academic/career (55%) and social (45%) domains, when findings suggested possible effects on mentors, they were nearly universally in a positive direction. Conclusion: Existing research, although consistent with the potential for adults to benefit from the experience of mentoring youth, has insufficient rigor and representativeness to adequately address this question. Future research should utilize more rigorous quantitative designs and samples with greater representativeness of the different stages of adult development. [ABSTRACT FROM AUTHOR]

The current paper presents lessons learned from a research-to-practice partnership between mentoring program practitioners and researchers that focused on the development and implementation of a cultural humility training for volunteer mentors. Using multiple data sources (e.g., training materials, field notes, mentor surveys), we present a description of the research-to-practice partnership and the Culturally Smart Relationships pilot training content. We generate practice-oriented lessons to inform future cultural humility training work with staff and volunteers in youth programs. Our lessons reflect recommendations that emerged from five project phases: (a) organizational commitment to justice, equity, diversity, inclusion; (b) training curriculum and logistical planning; (c) "To Zoom, or not to Zoom''; (d) facilitation of the training; and (e) post-training and ongoing support. The pilot training content and lessons learned have implications for youth programs by elucidating training as one component of a broader approach for equity in youth developmental program practice. [ABSTRACT FROM AUTHOR]

Mentor training on cultural humility is an area of needed support in formal youth mentoring relationships. This pilot study used an experimental design to examine the role of a social justice and race equity training on volunteer mentors' cognitive and affective outcomes related to cultural humility in mentoring. The sample included 99 volunteer mentors paired with adolescent mentees in an established formal mentoring program. Mentors predominantly identified as White (89%), and the majority (72%) were paired with youth of color. Participants were randomly assigned to either the training or control condition. Findings from intention‐to‐treat analyses indicated that training group participants (n = 49) exhibited greater increases in self‐efficacy to provide racial/ethnic support over time than participants in the control group (n = 50). As‐treated analyses indicated that training attendees (n = 23) exhibited greater increases in self‐efficacy to provide racial/ethnic support over time than participants who did not attend the training (n = 76). Results indicated no significant changes over time in participants' training content knowledge, awareness of racial privilege, ethnocultural empathy, or social justice interest and behavioral intentions. Analyses also indicated an attendance bias within the training condition, such that mentors who attended the training reported significantly more awareness of racial privilege, social justice interest, and social justice behavioral intentions compared to training condition mentors who were invited but did not attend the training. Implications for training volunteer mentors within formal mentoring programs are discussed. Highlights: The training increased mentors self‐efficacy to provide racial/ethnic support.Optional social justice trainings are attended by mentors who are more interested in the topic.Cultural humility training for volunteer mentors should be ongoing throughout the relationship. [ABSTRACT FROM AUTHOR]

Objective: Evaluation of provider compliance with antiretroviral (ARV) treatment guidelines and patient adherence to ARVs is important for HIV care quality assessment; however, there are few current real-world data for guideline compliance and ARV adherence in the US. This study evaluated provider compliance with US Department of Health and Human Services (DHHS) guidelines and patient adherence to ARVs in a US population of patients with HIV.Methods: This was a retrospective claims study of adults with HIV-1 receiving ARV treatment between January 2010-December 2014. Follow-up began at first ARV treatment and ended at health plan disenrollment or study end. ARV regimens for treatment-naïve patients were categorized as "preferred/recommended", "alternative", or "non-preferred/recommended/alternative" according to DHHS guidelines. ARV adherence was evaluated using proportion of days covered (PDC) and medication possession ratio (MPR).Results: The analysis included 25,320 patients (84.4% male, mean age 45.3 years) and 39,071 regimens. Preferred/recommended regimens were most common during each study year, but the proportion of non-preferred/recommended/alternative regimens was substantial (15.9-20.6%). Only 53.6% of patients had optimal adherence by PDC ≥0.95, and 57.9% by MPR ≥0.95. Guideline non-compliance and sub-optimal adherence were more prevalent among female vs male patients (22.6% vs 14.8% [in 2014] and 65.9% vs 53.7%, respectively).Conclusions: Provider non-compliance with DHHS guidelines and sub-optimal ARV adherence among patients with HIV remain common in real-world practice, particularly for female patients. Healthcare providers should follow the latest clinical guidelines to ensure that patients receive recommended therapy, and address non-adherence when selecting ARV regimens. [ABSTRACT FROM AUTHOR]

The current research examined pre‐ and post survey data in two social justice trainings for adults who support youth, including staff and volunteers (Study 1, N = 44) at youth‐serving organizations and adults who mentor young Black men and boys (Study 2, N = 72). We investigate whether training participants' self‐report scores of cultural competences (studies 1 and 2), self‐efficacy for race equity (Study 1) and racial self‐efficacy to support mentee (Study 2) changed between the beginning of the training and after the training. Furthermore, we examine whether the changes depend upon whether training participants share cultural background with the youth with whom they work. In Study 1, findings indicated that training participants reported significantly increased scores of cultural sensitivity and self‐efficacy for race equity. Individuals who were not first‐generation college students saw higher increases in sociopolitical awareness. In Study 2, participants reported significantly higher scores of cultural sensitivity and racial self‐efficacy to support their mentees. Furthermore, non‐Black and women participants showed greater increases in self‐efficacy than Black and male participants. These results fill a gap in the literature on the potential role of social justice trainings to increase cultural competencies among adults who work with diverse youth. [ABSTRACT FROM AUTHOR]