Department of Psychology, DePaul University, Chicago, USA.
Department of Educational Psychology, University of Illinois Chicago, Chicago, USA.
J Community Psychol. 2023 Nov;51(8):3348-3365. doi: 10.1002/jcop.23064. Epub 2023 May 17.
This study examined: (a) the roles of ethnic-racial similarity between mentors and mentees and mentors' support for ethnic-racial identity (ERI) in mentees' ERI private regard, (b) the roles of ethnic-racial similarity and ERI support in mentees' psychological well-being, and (c) the indirect effects of ethnic-racial similarity and ERI support on psychological well-being via private regard. Participants were 231 college students of color who completed a survey and reported having a natural mentor. Path analyses were conducted to test the hypothesized model. More support for ERI was significantly associated with higher private regard and higher self-esteem. Higher ethnic-racial similarity was significantly related to higher psychological distress and higher self-esteem. An indirect effect was found between ERI support and ethnic-racial similarity and psychological well-being via private regard. The findings fill a gap in the literature on ethnic-racial processes in mentoring critical to the development of college students of color.
(a) 导师和学员之间的种族相似性以及导师对种族认同的支持在学员的种族认同私人看法中的作用；(b) 种族相似性和 ERI 支持在学员的心理健康中的作用；(c) 种族相似性和 ERI 支持通过私人看法对心理健康的间接影响。参与者是 231 名有色人种大学生，他们完成了一项调查，并报告说有一位自然导师。路径分析用于测试假设模型。对 ERI 的更多支持与更高的私人看法和更高的自尊显著相关。更高的种族相似性与更高的心理困扰和更高的自尊显著相关。在 ERI 支持与种族相似性和心理幸福感之间通过私人看法发现了间接效应。这些发现填补了导师关系中种族过程文献的空白，这对有色人种大学生的发展至关重要。
