Evaluating a Web-Based Curriculum Designed to Empower Adolescents to Build Mentoring Relationships With Adults
Abstract
Findings from nationally representative data indicate that youth who can identify one naturally occurring mentor are more likely to attain higher levels of success academically, socio-emotionally, and vocationally. Unfortunately, mentoring relationships are unequally distributed, with historically marginalized youth (e.g., youth of color, and/or youth from low socioeconomic status families) being less likely to access the benefits of mentorship compared to their more privileged peers. To address these imbalances, the present dissertation used a randomized controlled design to test an evidence-based online curriculum, Connected Futures. Connected Futures aims to teach youth practical skills in creating and maintaining connections with mentors alongside in-vivo exercises designed to empower youth to seek support in reaching their academic goals. Analyses revealed the intervention significantly reduced negative beliefs about seeking support from adults and medium effect sizes were observed for reductions in negative network orientation and help-seeking avoidance and threat. The findings from this study indicate that Connected Futures leads to meaningful shifts in youth's beliefs around the effectiveness of seeking support for educational goals and in reducing high school students’ avoidance of support-seeking behaviors. Connected Futures can therefore be an important tool in reducing the imbalance of social support that has been documented within marginalized groups of youth in the United States.
Subject Area
Psychology|Curriculum development|Social psychology
Recommended Citation
Bartolotta, Kate, "Evaluating a Web-Based Curriculum Designed to Empower Adolescents to Build Mentoring Relationships With Adults" (2024). ETD Collection for Fordham University. AAI30995765.
https://research.library.fordham.edu/dissertations/AAI30995765
