Table 1.
Emergent Categories and Properties of Mentor Conceptualizations of Youth, Environment, and Role
| Category | Property | Frequency |
|---|---|---|
| Risk Factors | Community | 14 |
| School | 5 | |
| Home | 26 | |
| Individual | 14 | |
| Interactive (individual by home, school, or community) | 10 | |
| Protective Factors | Community | 1 |
| School | 2 | |
| Home | 3 | |
| Individual | 23 | |
| Mentor Role: The Mentor-Mentee Relationship | Primacy of relationship | 23 |
| Consistency | 7 | |
| Multifaceted role | 8 | |
| Multiple settings | 9 | |
| Mentor as counterbalance | 14 | |
| Mentor as supplement | 2 | |
| Mentor Role: Engagement with Others | Involvement with family members | 13 |
| Involvement with school personnel | 6 | |
| Involvement with others | 4 | |
| Intervention recipients: Youth | 10 | |
| Intervention recipients: Family | 5 | |
| Influence | Influence on mentee | 54 |
| Influence on family | 7 | |
| Influence on schools/institutions | 1 | |
| Influence on community | 3 | |
| Mentor Challenges | Negotiation of boundaries/Role overload | 17 |
| Burdensome workload | 15 | |
| Challenges: families | 7 | |
| Challenges: schools | 2 |