Edwards Katie M, Scheer Jillian R, Mauer Victoria A
Nebraska Center for Research on Children, Youth, Families, and Schools, University of Nebraska-Lincoln.
Department of Psychology, Syracuse University, Syracuse, NY.
Sch Soc Work J. 2022 Fall;47(1):37-71.
Research demonstrates that mentoring relationships can promote positive outcomes for youth across numerous domains, a topic of importance to school social workers. Whereas most mentoring research to date has been conducted with heterosexual cisgender youth, there is a growing body of literature that examines mentoring experiences among sexual and gender minority youth (SGMY). The purpose of this article is to conduct a systematic literature review of informal and formal mentoring experiences among SGMY. Results from twelve studies that met inclusion criteria suggested that (1) the majority of SGMY report having a mentor/role model; (2) demographics are generally unrelated to having a mentor; (3) SGMY seek out mentors with certain characteristics; (4) mentors promote positive outcomes across psychosocial, behavioral, and academic domains; and (5) mentors report varying levels of self-efficacy in mentoring SGMY and disparate motivations for becoming a mentor. Several limitations of the extant literature were identified, underscoring the need for methodologically rigorous and more inclusive research. Nevertheless, preliminary research suggests that SGMY benefit from having a mentor and that efforts are needed to safely connect SGMY to high-quality informal or formal mentors.
研究表明，指导关系能够在多个领域为青少年带来积极成果，这是学校社会工作者关注的重要话题。尽管迄今为止大多数指导研究都是针对异性恋顺性别青少年开展的，但越来越多的文献开始探讨性少数和性别少数青少年（SGMY）的指导经历。本文旨在对SGMY的非正式和正式指导经历进行系统的文献综述。符合纳入标准的12项研究结果表明：（1）大多数SGMY报告称有一位导师/榜样；（2）人口统计学特征通常与是否有导师无关；（3）SGMY会寻找具有某些特质的导师；（4）导师能在心理社会、行为和学业领域带来积极成果；（5）导师在指导SGMY方面的自我效能感水平各不相同，成为导师的动机也存在差异。已识别出现有文献的若干局限性，强调了开展方法严谨且更具包容性研究的必要性。尽管如此，初步研究表明SGMY能从有导师中受益，需要做出努力，将SGMY与高质量的非正式或正式导师安全地联系起来。
