Theses and Dissertations from DePaul University

Date of Award

Spring 2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

College of Science and Health

First Advisor

Kathryn Grant

Abstract

Mentoring programs are an important intervention promoting positive developmental outcomes among youth exposed to chronic environmental stressors, particularly Black youth living in underinvested communities. Research has demonstrated moderate positive effects of mentoring on youth outcomes however, less is known about factors influencing mentoring effectiveness. Mentoring relationship quality (MRQ) has emerged as a key component of mentoring effectiveness, suggesting that perceived closeness and support within the relationship can enhance youth outcomes. Less is known regarding the environmental risks and protective factors shaping youths’ ability to engage meaningfully in mentoring relationships. Parent–child relationship quality, exposure to violent stressors, and adaptive and maladaptive coping strategies may influence mentoring experiences, though findings remain mixed. The present study sought to examine whether parent–child relationship quality, exposure to violent stressors, and coping strategies at baseline, subsequently predicted MRQ. This study examined whether parent–child relationship quality and coping strategies moderated the relationship between exposure to violent stressors and MRQ. Participants included 81 youth in a mentoring intervention. Findings indicated that parent–child relationship quality was positively associated with MRQ, and female mentees consistently reported stronger MRQ across analyses. Exposure to violent stressors and coping strategies did not significantly predict MRQ, although correlational findings suggest indirect pathways, linking violent stress exposure, coping responses, and relational experiences. No significant moderation effects emerged. Findings suggest MRQ may be shaped less by specific risk or protective factors alone and more through indirect relational and contextual processes. Implications for culturally responsive mentoring interventions and future mentoring research are discussed.

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