Mentoring Latinx Children and Adolescents: A Systematic Review

Abstract

Latinx children and adolescents are uniquely positioned within the U.S. context, historically experiencing both systemic and institutional failings. Mentoring relationships plays a protective role in healthy youth development and may alleviate some of the deficit narrative often placed upon Latinx youth. To better understand these potential benefits, 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. Recommendations for future directions for research and intervention are provided.