Informal Mentors and Education: Complementary or Compensatory Resources?

Keywords

mentoring, educational resources, grade point average, teachers, educational attainment, parents, biological resources, social roles, adolescents

Abstract

Few studies have examined the impact of mentoring (developing a special relationship with a nonparental adult) on educational achievement and attainment in the general population. In addition, prior research has yet to clarify the extent to which mentoring relationships reduce inequality by enabling disadvantaged youths to compensate for the lack of social resources or to promote inequality by serving as a complementary resource for advantaged youths. The results of a nationally representative sample of youths show (1) a powerful net influence of mentors on the educational success of youths and (2) how social background and parental, peer, and personal resources condition the formation and effectiveness of mentoring relation- ships. The findings uncover an interesting paradox—that informal mentors may simultaneous- ly represent compensatory and complementary resources. Youths with many resources are more likely than are other young people to have mentors, but those with few resources are likely to benefit more from having a mentor—particularly a teacher mentor—in their lives.

Original Publication Citation

Erickson, Lance D., Steve McDonald, and Glen H. Elder, Jr,. (2009). "Informal Mentors and Educational Achievement: Complementary or Compensatory Resources?" Sociology of Education 82:344-367.

Document Type

Peer-Reviewed Article

Publication Date

2009-10

Permanent URL

http://hdl.lib.byu.edu/1877/6701

Publisher

Sociology of Education

Language

English

College

Family, Home, and Social Sciences

Department

Sociology

University Standing at Time of Publication

Associate Professor

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