Natural Mentors in the Lives of African American Adolescent Mothers: Tracking Relationships Over Time
Elena, L. Klaw; Jean, E. Rhodes; Louise, F. Fitzgerald
Journal of Youth and Adolescence 32(3): 223-232
2003
ISSN/ISBN: 0047-2891 DOI: 10.1023/a:1022551721565Document Number: 261018
In this study, we focused on the academic attainment of African American adolescents as they made the transition from pregnancy or recent delivery to 2 years postpartum. We examined the duration, characteristics, and effects of relationships that endured over 2 years postpartum, and the role of adolescents' mentor versus maternal support. Compared to participants who did not identify mentors at either time point, participants whose mentor relationships endured over the course of the 2-year study were more likely to have remained in school or graduated. Subsequent analyses revealed that long-term mentor relationships were characterized by weekly and, in many instances, daily interactions. Additionally, participants in long-term mentor relationships reported deriving more emotional support from their mentors than from their mothers, were more satisfied with mentor support, and indicated that this support was more important to them than maternal support.