This systematic review examined the current literature on the role of mentoring (i.e., both natural and formal mentoring) in a variety of developmental outcomes of Latinx children and adolescents in the U.S., ranging from kindergarten-age to under 18 years old. The 24 included studies had mixed results, yet findings pointed to a range of potential benefits for this population, such as improved academic and psychosocial outcomes, language and ethnic identity. Various components of mentoring—including mentor characteristics, relationship characteristics, and family involvement in mentoring programs—were also found to be related to Latinx youth’s improved developmental outcomes. However, methodological concerns in study designs limit what can be gleaned from these conclusions. nOte- inlcudes central & south american youth, most studies had a predominantly female sample, 2nd generation, 9 natural and 15 studieson formal mentoring. Participants ranged from kindergarten to first-year college students in the formal mentoring interventions while the natural mentoring studies only included high school-aged adolescents. (see pag 92-93 and 95)
Diversity initiatives in the US workplace: A brief history, their intended and unintended consequences
Diversity initiatives are designed to help workers from disadvantaged backgrounds achieve equitable opportunities and outcomes in organizations. However, these programs are often ineffective. To better