"Do mentor support for ethnic-racial identity and mentee cultural mistrust matter for girls of color? A preliminary investigation": Correction to Sánchez et al. (2019).

UNLABELLED

Reports an error in "Do mentor support for ethnic-racial identity and mentee cultural mistrust matter for girls of color? A preliminary investigation" by Bernadette Sánchez, Julia Pryce, Naida Silverthorn, Kelsey L. Deane and David L. DuBois (, Advanced Online Publication, Oct 01, 2018, np). In this article, all the authors were listed as being affiliated with DePaul University, but only Bernadette Sánchez is affiliated with DePaul University. The other authors were at the following affiliations while the work for the article was completed: Julia Pryce, School of Social Work, Loyola University Chicago; Naida Silverthorn, Institute for Health Research and Policy, University of Illinois at Chicago; Kelsey L. Deane, Department of Education and Social Work, University of Auckland; and David L. DuBois, Department of Community Health Sciences, University of Illinois at Chicago. All versions of this article have been corrected. (The following abstract of the original article appeared in record 2018-48484-001.) Objectives: The aim of this repeated-measures study was to examine the roles of cultural mistrust and perceived mentor support for ethnic-racial identity in a sample of girls of color. It was hypothesized that mentors' support for ethnic-racial identity measured at baseline would influence relationship quality, as well as the girls' ethnic identity and cultural mistrust, at the end of the intervention, adjusting for baseline measures. It was also hypothesized that girls' cultural mistrust toward Whites at baseline would be negatively associated with mentoring relationship quality at the end of the intervention.

METHOD

Participants were 40 adolescent girls of color who were matched with racially-ethnically diverse women mentors in a community-based mentoring program.

RESULTS

Mentor support for ethnic-racial identity as reported by youth significantly predicted relative increases in youth reports of relational but not instrumental satisfaction. Higher mentor support for ethnic-racial identity also significantly predicted increases in ethnic identity exploration, but only among girls with White mentors. Further, youth's reported greater cultural mistrust toward Whites was a significant predictor of decreased instrumental relationship satisfaction among girls with White mentors.

CONCLUSIONS

Findings support the importance of further efforts to understand the roles of culturally relevant relationship processes and youth attitudes in mentoring interventions for girls of color. (PsycINFO Database Record (c) 2019 APA, all rights reserved).