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Elevating mentees leads to organizational success

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Elevating mentees leads to organizational success

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Content Elevating Mentees Leads to Organizational Success
Maulik “Mollie” Singh
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2024

© Copyright by Mollie Singh 2024
All Rights Reserved

The Committee for Mollie Singh certifies the approval of this Dissertation
Christopher Riddick
Anthony Maddox
Patricia Tobey, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
Youth mentoring organizations miss the opportunity to re-engage the people they serve to help
others within their organization. As such, they may perpetuate the marginalization of the youth
served. Through the Clark and Estes (2008) gap analytical framework, this study sought to
understand the gaps in knowledge, motivation, and organizational influences affecting the reengagement of alumni mentees. Further, using the lens of Bourdieu’s (1986) social capital
theory, this study first sought to investigate if the organization understood the personal gains of
mentors in the relationship. Second, this study sought to understand if executive leaders
understand the social capital gains for a mentee to advance to a mentor. This study employed
semi-structured qualitative interviews, supplemented by a document analysis for triangulation of
collected data. The validated gaps from this study were in motivation, organizational influences,
and social capital understanding. The key findings from this study were in knowledge,
motivation, and organizational influences, as well as in social capital. Most notably the
participants indicated the social capital finding of mentors feeling like they receive more out of
the match than the mentees. Certainly, if the organization encouraged alumni mentees to elevate
to mentees, they too could receive this social capital gain. Further, encouraging alumni mentees
could help the organization sustain itself with a cyclical mentor pool.
Keywords: Social capital, KMO, gap analysis, youth mentoring, mentee elevation, alumni
mentee, alumni mentor, ADKAR, social change, organizational change

v
Dedication
To: Aleigha, you inspire me.
To: Glenn, I am me, because we are we.
To: My mentors, my mom and dad, my twin angels, always in my heart and by my side. My
uncles and aunts. You all raised me to seek education in every form. To think bigger than the
current circumstances. To help others. I hope this study makes you proud.
Author Note
Address correspondence concerning this dissertation to Mollie Singh, subject line: Dissertation
Inquiry, via email at molliesingh@yahoo.com.

vi
Acknowledgments
To my Fam, both birth and chosen. I love you so much. You encourage and support me.
You lift me up and offer grace when needed. You cheer my successful milestones. I am forever
grateful for you: Aleigha, Alen, Bekah, Corion, Glenn, Kato, Kellie, Lisa, Tara. And Theresa. To
Kellie, thank you for being you. I admire you for your grace, your courage, your strength, and
your love and friendship. I love you buckets and buckets. To Kato, your strength of love has
taught me to love deeper. Just when I didn’t think I could love you more. To Lisa, thank you for
keeping me balanced. The puppy playdates and our chats kept me sane. To Tara for the 17
reasons, you already know. To my babies, you are my heart and soul. To Aleigha, Alen, and
Bekah. I love you. Being related to you is my honor. To Glenn, you are my everything. Thank
you for being you. I cannot imagine a world without you in it.
To Cohort21, thank you for being change-makers! Many thanks to Theresa Lucas.
Without you, I would have lost my mind. I am deeply grateful for and admire you for your
leadership, your authenticity, and your heart. You amaze and inspire me every day. You, Corion,
Kenna, and Mila are fam. To Angela, thank you for bringing your heart, your authenticity, and
your very being into every meeting we have had. You made me better. To my OCL Reading
Group. You were the best reading group in the cohort. Thank you for your constant engagement,
encouragement, and enthusiasm, connection, and for being the change we all want to see in our
world.
To my study participants, I am indebted to you. You generously offered your time and
insights. Without you, this study would not be possible; thank you so very much. Finally, to my
committee members, I am forever grateful for your guidance, support, and your belief in my
study.

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Table of Contents
Abstract.......................................................................................................................................... iv
Dedication....................................................................................................................................... v
Acknowledgments.......................................................................................................................... vi
List of Tables .................................................................................................................................. x
List of Figures............................................................................................................................... xii
List of Abbreviations ...................................................................................................................xiii
Chapter One: Overview of the Study.............................................................................................. 1
Background of the Problem ................................................................................................ 2
Statement of the Problem.................................................................................................... 3
Stakeholder Group for the Study ........................................................................................ 4
Stakeholder Performance Goals.......................................................................................... 5
Purpose of the Study ........................................................................................................... 6
Significance of the Study .................................................................................................... 7
Overview of Theoretical Framework and Methodology .................................................... 8
Definition of Terms............................................................................................................. 8
Organization of the Study ................................................................................................... 9
Chapter Two: Review of the Literature ........................................................................................ 10
Background of Youth Mentoring...................................................................................... 10
Current Trends.................................................................................................................. 13
Model Organizations Who Successfully Re-engage Alumni ........................................... 16
Clark and Estes (2008) Gap Analysis Framework............................................................ 17
Executive Leader Knowledge, Motivation, and Organizational Influences..................... 18
Overview of the Conceptual and Methodological Framework......................................... 35
Conclusion ........................................................................................................................ 37

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Chapter Three: Methodology........................................................................................................ 39
Research Questions........................................................................................................... 40
Overview of Design .......................................................................................................... 40
Research Setting................................................................................................................ 41
Positionality of the Researcher ......................................................................................... 42
Data Sources ..................................................................................................................... 44
Sample and Population ..................................................................................................... 46
Instrumentation ................................................................................................................. 47
Data Collection ................................................................................................................. 47
Data Analysis.................................................................................................................... 47
Validity and Reliability..................................................................................................... 48
Credibility and Trustworthiness........................................................................................ 49
Ethics................................................................................................................................. 49
Limitations and Delimitations........................................................................................... 50
Summary........................................................................................................................... 51
Chapter Four: Findings................................................................................................................. 52
Participant Summaries...................................................................................................... 53
Findings............................................................................................................................. 58
Findings for Assumed Knowledge Influences.................................................................. 60
Synthesis of Findings for Knowledge Influences............................................................. 64
Findings for Social Capital ............................................................................................... 64
Additional Social Capital Findings................................................................................... 66
Synthesis of Findings for Social Capital........................................................................... 68
Findings for Assumed Motivation Influences................................................................... 69
Additional Motivation Findings........................................................................................ 71

ix
Motivation Influence: There Is an Overwhelming Desire for Adults to Help Youth....... 71
Synthesis of Findings for Motivation Influences.............................................................. 73
Findings for Assumed Organization Influences ............................................................... 74
Synthesis of Findings for Organizational Influences........................................................ 78
Summary of Comprehensive Influence Findings ............................................................. 79
Chapter Five: Recommendations, Implementation, and Evaluation ............................................ 83
Overview of Validated Gaps............................................................................................. 83
Recommendations for Implementation............................................................................. 87
Recommendations for Practice ......................................................................................... 88
Summary of Proposed Recommendations........................................................................ 95
Organizational Change Model for Implementation and Evaluation ................................. 96
ADKAR and the Recommendations................................................................................. 98
Recommendations for Future Research .......................................................................... 101
Conclusion ...................................................................................................................... 102
References................................................................................................................................... 106
Appendix A: Interview Protocol................................................................................................. 116
Appendix B: Document Analysis ............................................................................................... 120
Appendix C: Recruitment Letter................................................................................................. 121
Appendix D: Study Information Sheet ....................................................................................... 123

x
List of Tables
Table 1: Organizational Mission, Organizational Performance Goal, and Stakeholder Goal 6
Table 2: Assumed Knowledge Influences 22
Table 3: Assumed Social Capital Influences 25
Table 4: Hypotheses Tested by Bagheri et al. (2022) 28
Table 5: Assumed Motivational Influences 31
Table 6: Assumed Organizational Influences 34
Table 7: Data Sources 41
Table 8: Participant Demographics 53
Table 9: Findings by Research Question 59
Table 10: Knowledge Findings 61
Table 11: Additional Knowledge Findings 63
Table 12: Social Capital Findings 65
Table 13: Additional Social Capital Findings 68
Table 14: Motivation Findings 70
Table 15: Additional Motivation Findings 72
Table 16: Organizational Findings 76
Table 17: Additional Organizational Findings 78
Table 18: Identified Gaps 86
Table 19: Recommendations 88
Table 20: ADKAR Elements by Hiatt (2006) 98
Table 21: Implementing Recommendations with ADKAR 101
Table A1: Interview Protocol 117

xi
Appendix B: Document Analysis 120

xii
List of Figures
Figure 1: Racial Composition of Mentors and Mentees 14
Figure 2: Visual Representation of Bagheri et al.’s (2022) Self-Efficacy Hypotheses 29
Figure 3: Expectancy Value 31
Figure 4: Conceptual Framework 37
Figure 5: Inclusion Framework 92
Figure 6: ADKAR Change Model 97

xiii
List of Abbreviations
AA Alcoholics Anonymous
BBBS Big Brothers, Big Sisters

1
Chapter One: Overview of the Study
Youth mentoring organizations miss the opportunity to re-engage the people they serve to
help others within their organization. Empowering the mentees to grow and mentor others offers
them the opportunity to elevate within the organization. Albright and Hussain (2017) reported
that youth mentoring programs may in fact further marginalize the youth by leaving the power
structure in place rather than empowering the mentees upwards. There are more than 5,000 youth
mentoring organizations in the United States that serve marginalized communities (DuBois et al.,
2011). The mission of youth mentoring organizations is to mentor at-risk youth within the
community by engaging community volunteers as mentors. Youth mentoring organizations
define “risk” as family distress, drug abuse, incarceration, or economic adversity (Poon et al.,
2022). In addition, Porzig (2020) added growing up in a single parent household as a risk factor.
Villanueva (2008) suggested “at-risk” is a euphemism for people of color. Of the “at-risk” youth
in the United States, 55% to 65% are non-White (Fernandes-Alcantar, 2022; Porzig, 2021). As
such, a racial disparity exists between mentors and mentees. Porzig (2021) reported mentors
within their organization are 68% White, while 65% of mentees are non-White.
When youth mentoring organizations fail to fully empower their mentees, it compromises
the vision of helping youth to achieve their full potential. Failing to fully empower mentees can
further marginalize the mentored youth, and potentially undermine the intention of the mentoring
organization. The lack of elevation in youth mentoring organizations results in a lack of
promotion from receiver to benefactor. According to Bourdieu’s (1986) social capital theory, the
mentoring relationship and the subsequent elevation are necessary for a well-developed network
to exist. Further, Villanueva (2008) suggested that at the core of philanthropy lies colonialism
which creates a divide between disadvantaged or marginalized people and mostly White saviors.

2
The two most prominent issues youth mentoring organizations have faced include (a) the
recruitment of mentors and (b) obtaining funding (Fernandes-Alcantar, 2022; McQuillin &
McDaniel, 2016; Porzig, 2021). That said, mentoring organizations continue to lack a
fundamental understanding of the costs of supporting their mentees on an annual basis
(Garringer et al., 2017). Re-engaging mentored youth to help future youths within the same
organization may help alleviate some of the financial burdens. Additionally, re-engaging
mentees will provide agency to the mentored youth in a manner that can raise their positionality
and social capital.
Marginalized youth who have been through a youth mentoring program possess the
experiences and have the potential to become the most impactful agents of societal
transformation (Albright & Hussain, 2017). Although the population is different, Alcoholics
Anonymous (AA) is an example of an organization that provides a successful roadmap for
elevation of mentees to mentors as that process is a key element to recovery (E. B., 2007). This
elevation in status allows for continued self-growth through mentorship. Currently, youth
mentoring organizations’ focus is on the tactical aspects of recruiting mentors rather than the
practical aspects of elevating alumni mentees to become mentors. If the leaders do not shift their
focus to the growth and elevation of the mentees, it can result in added expenses, an exhausted
mentor pool, and further marginalization of the youth in their program (Elers et al., 2021).
Background of the Problem
Mentoring 1to1
1
, a pseudonym for the studied organization, is a program that utilizes
community volunteers and monitors the progress of the relationship with personally matched at1 Mentoring 1to1 is a pseudonym for the organization being studied.

3
risk youth. Currently, there are more youth in need of assistance than there are volunteers
(DuBois et al., 2011). This evidence highlights Mentoring 1to1 struggles to achieve and sustain
its vision, in part because of the struggle to attract and sustain an adequate mentor pool in
relation to the number of those in need of mentoring (McQuillin & McDaniel, 2016). This
problem is important to address because empowering mentees to become mentors allows them to
create deeper connections within the community (Zeldin et al., 2018). When organizations
empower mentees through elevation, it can increase engagement with their mentor and the
organization, which then can benefit the community (Calvert et al., 2013).
At the time of this study, there were no data on the intentional re-engagement and
elevation of former youth mentees from mentee to mentor within their organization. However,
organizations are initiating alumni networking by reaching out to previous mentors and mentees
(Beaty, 2023). Applying Clark and Estes (2008) lens to the problem suggests that executive
leaders may not have the knowledge, nor the motivation and organizational resources to create
changes within their organization to create a sustained program of elevation. Another challenge
for executive leaders of youth mentoring organizations is mentor recruitment (McQuillin &
McDaniel, 2016). As such, another missing factor can be organizational support. Failing to
create a self-sustaining mentor pool can limit the youth mentoring organizations and add to the
financial challenges.
Statement of the Problem
Youth mentoring organizations fail to utilize the experiences and knowledge of their past
beneficiaries in helping to guide new mentees. When the organizations do not support mentees in
this way, it undermines the goal of the organization to elevate the disadvantaged and vulnerable
youth to realize their full potential (Garringer et al., 2017). Therefore, elevating mentees can

4
increase their positionality, self-esteem, and connectedness to their community (Brown et al.,
2012). In addition, the promotion in status from mentee to mentor can help the organizations
with their two most frequent challenges: mentor attraction and fundraising (Garringer et al.,
2017; Porzig, 2021).
Beyond the organization, the relationship between mentor and mentee is paramount. The
longer the mentees and mentors sustain the relationship, and the more trust that exists between
all parties, the better the match (Gaddis, 2012; Ginwright, 2017). In addition, a predictor of
match success between the mentor and mentee is a sustained relationship of at least one year
(Rhodes et al., 2016). A mentor who shares a similar background to the mentee will have a
greater impact on the mentee (Elers et al., 2021). Even before the COVID-19 pandemic
significantly reduced the number of volunteers, there was a nationwide mentor shortage
(Fernandes-Alcantar, 2022; Porzig, 2021). Therefore, it is imperative to find an effective mentor
pool. This highlights the struggles youth mentoring organizations have in achieving and
sustaining their vision, partially because of the struggle to attract and sustain an adequate mentor
pool in relation to the number of mentees (Porzig, 2020). This problem is important to address
because facilitating the elevation of mentees to become mentors allows them to create deeper
connections within the community (Zeldin et al., 2018).
Stakeholder Group for the Study
This focus of this study is executive leaders of Mentoring 1to1 chapters that are currently
engaged in alumni networking. Mentoring 1to1 chapters have autonomy to run their local
organizations while adhering to the overall initiatives set forth by the parent organization.
Likewise, the organization also holds them responsible to fulfill their charter and to keep the
organization solvent. However, formal volunteer mentoring in the United States has seen a

5
decline (Raposa, 2017; Schlachter, 2021). Nationally, finding mentors is one of the largest
challenges youth mentoring organizations are facing (Fernandes-Alcantar, 2022; Garringer et al.,
2017). Therefore, interviewing the executive leaders of chapters currently re-engaging alumni
mentees in networking aided in understanding the gap that exists in the chapters that are missing
the opportunity.
Stakeholder Performance Goals
The mission of Mentoring 1to1 is to help youth fully realize everything they can achieve
through dedicated one-on-one mentoring. The two main performance goals for executive leaders
of youth mentoring organizations are attracting mentors and raising money (Garringer et al.,
2017; Porzig, 2020). The leaders need to find a way to effectively manage both aspects while
serving their community.
Organizational performance goals should align with the SMART technique. Doran
(1981) suggested goals should be SMART, an acronym that stands for specific, measurable,
attainable, realistic, and timely. Given there are more than 200 Mentoring 1to1 chapters
nationwide, the performance goal is to train the monitoring agents in 50% of chapters by
December 2024 to solicit and guide current mentees on the process to becoming a mentor. It will
be the responsibility of the chapter leaders to create the pathway in keeping with local policies
and regulations.

6
Table 1
Organizational Mission, Organizational Performance Goal, and Stakeholder Goal
Organizational mission
To help youth fully realize everything they can achieve through dedicated one-on-one
mentoring.
Organizational performance goal
By December 2024, half of the Mentoring 1to1 chapters will engage in proactive mentee reengagement.
Stakeholder goal
By December 2025, all Mentoring 1to1 chapters will engage in proactive mentee reengagement.
Purpose of the Study
As of 2022, there were 4.5 million youth in the United States involved in mentoring
organizations (Fernandes-Alcantar, 2022). In addition, countless vulnerable youths are still in
need of mentoring relationships. Youth mentoring organizations are responsible for attracting
and sustaining an adequate mentor pool in relation to the number of mentees (Raposa et al.,
2017). While entering a mentoring relationship with at-risk youth can be a stressful endeavor,
Weiler et al. (2014) reported it is a rewarding experience for the mentor. Porzig (2019) defined
at-risk youth as youth under the age of 18 who come from single parent homes, experience
financial disadvantages, or have an incarcerated parent. Additionally, further studies suggest atrisk includes children that have experienced bullying within the last year, lonely children, those
who cry often, and those who come from a household income of less than $20,000 (Porzig,
2019). Thus, the mentoring relationship can be one of utmost importance to the mentee and
deeply impactful for both the mentee and mentor. Similarly, a comparable study has shown there
are personal and professional benefits to mentoring in professional settings (LaFleur & White,

7
2010). If the mentor pool increases, more at-risk youth can receive mentors. Elevating mentees
to become mentors will increase the mentor pool and allow youth mentoring organizations to
create deeper connections within the community (Zeldin et al., 2018).
To help bridge the gap in the pool of mentors and mentor recruitment, youth mentoring
organizations must be willing to learn and adapt the lessons for a generative outcome (Senge,
1990). According to Senge (1990), generative learning involves a shift in perception towards
seeing the systems that govern events in a new way. The purpose of this study is to evaluate the
ability of mentoring organizations to re-engage with the people they once served to support their
mission. Using the Clark and Estes (2008) gap analytical framework, this study examines the
knowledge, motivation, and organizational challenges faced by executive leaders of Mentoring
1to1 as they attempt to engage the people the organization once served as mentees.
The following research questions (RQs) guided the study:
1. What are the knowledge, motivation, and organizational influences affecting the reengagement of alumni mentees?
2. What are the recommendations for increasing the knowledge, motivation, and
organizational processes to improve the re-engagement of alumni mentees?
Significance of the Study
Youth mentoring can provide social capital to the mentees (Calvert et al., 2013).
Moreover, Calvert et al. (2013) posited there are positive impacts on the organization and
community. A constructive correlation exists between volunteers and self-esteem (Brown &
Nicholson, 2012). While there is literature about the reciprocal benefits of mentors and mentees
(Canter et al., 2012), there is a gap in the literature on the benefits of youth mentee elevation.
That said, Mentoring 1to1 organizations are beginning to initiate an alumni network (Beaty,

8
2023). This study would help both the mentored youth elevate their positionality and the
organization to grow their reach and be more effective in their mission.
Overview of Theoretical Framework and Methodology
The Clark and Estes (2008) gap analysis framework provides a lens to examine the
performance opportunities that exist within the organization. This framework examines the
knowledge, motivation, and organizational (KMO) influences affecting performance. According
to Clark and Estes’ (2008) KMO framework, executive leaders of Mentoring 1to1 may not know
there is an issue, nor have the knowledge and ability to correct the issue. Moreover, if a lack of
knowledge exists in the organization, the motivation for the organization to change will also be
missing (Clark & Estes, 2008). A KMO study assisted in reviewing and recommending ways to
fill the gap in performance for the executive leader participants. This study employed qualitative
interviews with executive leaders of Mentoring 1to1 chapters that were currently participating in
alumni outreach.
Definition of Terms
To add clarity to this study, the following is a list of terms used with the specific
definitions.
At-risk youth refer to children under the age of 18 who come from a family in distress or
single parent home, experience financially disadvantages, have evidence of drug or physical
abuse, or has an incarcerated parent (Poon et al., 2017; Porzig, 2020).
Child in need refers to a child whose parent has requested a mentor and offered a reason
demonstrating their child needs additional support, regardless of circumstance.
Match success, according to Mentoring 1to1, is when the organization matches a mentee
and mentor and they actively engage in outings for 1 year or longer.

9
Mentee refers to a person receiving one-on-one monitored mentoring through an agency.
Mentor refers to a person providing one-on-one monitored mentoring through an agency.
Re-engagement, for the purpose of this study, re-engagement refers to the invitation from
the mentoring organization to the mentee to elevate to mentor status.
Youth mentee refers to a person under the age of 18 receiving one-on-one monitored
mentoring through an agency.
Organization of the Study
This dissertation follows a traditional five-chapter model. Chapter One provides an
overview of the study and the problem. This chapter also provides information about the
stakeholders and their goals. After which, I present the purpose and significance of the study.
Finally, I offer the methodology and the definitions of terms. Chapter Two reviews the existing
literature. While there is literature on mentees elevating to mentors in adult situations, there is a
gap in the literature regarding youth mentee elevation. Chapter Three details the research
methodology. This chapter also includes the research questions, the data collection, and
analytical methods addressed in this study. Chapter Four provides the findings from the
qualitative interviews. Chapter Five offers a discussion of the findings along with the proposed
method of employing the proposed recommendations.

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Chapter Two: Review of the Literature
This chapter is a review of existing literature on youth mentoring organizations as well as
the benefits of mentoring. This chapter commences with the background of youth mentoring in
the United States followed by the current trends and insight into model organizations. Following
the literature review, I discuss the Clark and Estes (2008) gap analysis framework and
Bourdieu’s (1986) social capital theory as a framework for this study. The gap analysis
framework (Clark & Estes, 2008) allowed for the understanding of knowledge, motivation, and
organizational influences that exist in the organization. I use Bourdieu’s (1986) social capital
theory to address the potential for personal gains and societal effects of mentoring and elevating
the youth served.
Background of Youth Mentoring
All ideologies widely support youth mentoring, be it religious or political (Hagler et al.,
2020). In fact, mentoring organizations in the United States began with faith-based organizations
in the 1900s (DuBois, 2013). For example, one-half of a well-known youth mentoring
organization, Big Brothers, was started by a clerk in the New York City Court asking men from
the local churches to mentor youth (Big Brothers, Big Sisters [BBBS], 2022). Similarly, Big
Sisters, the other half of the same well-known youth mentoring organization, was started by
various Christian-based organizations such as the Ladies of Charity, New York Jesuit Big
Sisters, and Protestant Big Sisters (DuBois & Karcher, 2013). Likewise, both Alcoholics
Anonymous (E. B., 2007) and the Young Men’s Christian Association (now recognized as
YMCA) have religious origins and overtones.
Religious origins point to mentors who have a savior complex over the uplifting of the
youth served (Cammarota, 2011). The savior complex can create a mentoring relationship where

11
that association further marginalizes and disempowers people in need (Cammarota, 2011;
Villanueva, 2018). Alternatively, mentors can have a hero complex. Geiss (2019) suggested
some mentors have the perception that the mentees are so disadvantaged that they are looking for
a hero to rescue them. However, Cammarota (2011) asserted mentors can relinquish their
position by fostering leadership in their mentees, especially in communities of color. In fact, if
they form a positive mentoring relationship and the mentee accepts the mentor’s, it can lead to a
more trusting acceptance of mentorship in the future (Dubois & Karcher, 2013).
Bourdieu’s (1986) social capital theory suggests social capital is a type of capital formed
through social connections. Mentoring organizations aim to create connections that will increase
the social capital of the mentees by offering constructive role models (Fernandes-Alcantar,
2019). Despite that, mentoring programs do not account for the unconscious and unintended
biases that can occur with racial and class disparities (Albright et al., 2017). When the elevation
of status is normalized, for example, through mentorship, those in higher positions will protect
their status (DiAngelo, 2006). By ignoring the biases while offering help, the protection of status
can do more harm than good for the mentees, their families, and the community (Giridharadas,
2020). Furthermore, when mentors do not receive training on the basic rules of the mentoring
organization chapter, the connections between mentors and mentees become counterproductive
and lead to detrimental effects on the mentee (Albright et al., 2017; Giridharadas, 2020; Rhodes
et al., 2017; Villanueva, 2019). While youth mentoring programs are attempting to keep up with
societal changes, training remains a key challenge (Garringer et al., 2017).
On par with best practices outlined in the literature (Albright et al., 2017; Giridharadas,
2020; Rhodes et al., 2017; Villanueva, 2019), Mentoring 1to1 requires pre-match training. In
fact, all volunteer mentors must complete the training before the organization allows them to

12
meet their mentees. However, a study by McQuillin and Lyons (2021) determined organizations
should also offer training to mentors throughout the match relationship to achieve the highest
likelihood of a successful and sustained match. The ongoing training should prioritize the
acquisition of skills and strategies that foster the enhancement of competencies in both mentors
and mentees (McQuillin & Lyons, 2021).
The ever-changing role of digital media coupled with the ongoing advancements in
technology will play a role in mentoring as it does in life. Unfortunately, a study by Schwartz et
al. (2014), demonstrated digital media policies are not consistent in youth mentoring
organizations across the nation. Additionally, even when there is a policy in place, youth
mentoring organizations inconsistently enforce it. Last, Schwartz et al. (2014) stated, of the
organizations studied that do have a policy, 90% of the match monitors would terminate the
match if either party violated the policy. The study also found that when a match relationship
used social media, it served to help the mentee and mentor stay connected by supplementing the
communication.
The U.S. Surgeon General’s Advisory on the Healing Effects of Social Connection and
Community (2023) reported 95% of teenagers aged 13–17 are online or on social media
constantly and are heavily resistant to giving up social media. However, the report stated those
who use social media for only 30 minutes a day have more social connectedness feelings than
those who use it for longer periods. The social isolation is exacerbated when social media is used
while in the presence of company (Murthy, 2023). Thus, Murthy (2023) suggested, it should be
used as a tool to connect rather than a setting for connectedness. It is a 21st-century conundrum:
to stay connected with the teenage/young adult generation using their preferred digital methods,
or to stay aligned to traditional methods (Schartz et al., 2014). Ultimately, Schwartz et al. (2014)

13
determined ongoing training that included social media would be a benefit to the mentoring
relationship.
Mentors Are Leaders
Leadership development is a fundamental aspect of the mentor to youth relationship
(Fernandes-Alcantar, 2022; Garringer et al, 2021; Porzig, 2022; Raposa et al., 2017). The origin
of the term “mentor” can be traced back to a character in Homer’s poem Odyssey (1919) who
functioned as a guardian, advisor, teacher, and friend. Leaders share these same characteristics.
Boy Scout leaders (2023) and Girls Scout leaders (2023) are the trust guardians of the troop. The
leaders are role models who mentor and teach the youth connection and leadership (Boy Scouts,
2023; Girl Scouts, 2023). Similarly, at Mentoring 1to1, the mentor provides trust, guidance, and
support to the mentee. The leadership nature of mentoring is apparent at the organizational level
as well, where the Mentoring 1to1 CEOs are the leaders and mentors to their staff and
volunteers.
Current Trends
The mission of youth mentoring organizations is to ignite the power of youth (FernandesAlcantara, 2019). At the time of the Congressional Research Report in 2018, there were 4.5
million youth involved in formal mentoring within the United States (Fernandes-Alcantar, 2019).
Despite the substantial number of young people involved in formal mentoring, the Congressional
Research Report (2018) further asserted there were still 9.4 million youth in need of a mentor.
All ideologies, regardless of political or religious affiliation, support youth mentoring and
endorse national funding for the organizations (Hagler et al., 2020). Still, to create a match,
almost twice as many mentors need to be interviewed as mentees (Alfonso et al., 2019).

14
The U.S. Surgeon General’s Advisory on the Healing Effects of Social Connection and
Community (2023) reported the lack of social connection is harmful to individuals’ health and
economics, as well as to the community and society at large. In fact, only 16% of those surveyed
felt connected to their community. The report further suggested the lack of social connectedness
is as harmful as smoking 15 cigarettes a day (Murthy, 2023). Despite the national support for
youth mentoring organizations, the number of mentors in the United States has trended
downwards since 2016 (Raposa, 2017). Additionally, from 1976 to 2019, there has been a yearly
increment in the prevalence of loneliness among young adults (Murthy, 2023). Further, data
show that 76% of all mentees are children of color, while that number is inverted in the mentor
population with it more than 50% White. See Figure 1 for more details (Garringer et al., 2016;
Raposa et al., 2017).
Figure 1
Racial Composition of Mentors and Mentees

15
In addition to racial differences, there are marked differences in the socioeconomic status
between mentors and mentees (Albright et al., 2017). The differences can lead to a lack of
understanding with the mentors regarding the life circumstances the mentees experience
(Spencer et al., 2022). To that end, research has shown the importance of a social match between
mentor and mentee (Dill & Ozer, 2019; Ginwright, 2009). Equally important is the role of
cultural intelligence. According to Earley, et al (2003), a person with cultural intelligence can
discern three aspects of an individual’s behavior: (a) those that are universally human, (b) those
that are uniquely personal, and (c) those that are culturally influenced. Race is an example of
cultural influence. The racial disparities seen between the mentors and mentees can contribute to
and exacerbate a lack of cultural intelligence within the match (Earley, et al, 2003).
Unfortunately, when considering the matches between mentor and mentee, mentors are often
favored over the mentee by the mentoring organization. This preference often leads to mentors
and agencies assuming deficiencies exist within the mentees and their families, rather than the
mentors (Spencer et al., 2022). The perceived deficiencies may be the reason for a lack of
elevation to mentor by the organization.
There is evidence that recipients of community outreach are more apt to trust those they
identify with (Elers et al., 2021). Despite that, the mentor pool is waning (Beaty, 2023;
Fernandes-Alcantar, 2019). There is literature on adult mentees reciprocating the mentoring
relationship and creating a sustained mentor pool (Maritz, 2007). Additionally, Roszkowski
(2017) found mentees are more interested in becoming mentors if they had a positive experience
as a mentee. Yet, there is a gap in the literature regarding youth mentees elevating to mentors.

16
Model Organizations Who Successfully Re-engage Alumni
Numerous institutions have demonstrated their ability to re-engage alumni to harness
their support to further the institutional mission. For example, the 12th step in AA is to sponsor a
fellow participant in the program (Alcoholics Anonymous, 1947), offering evidence that part of
the recovery is in helping another. When an AA mentee becomes a mentor, they remain engaged
with their own mentor, thereby continuing their own learning. Youth Move (2022), a youth
mentoring organization, involves their mentees in their planning process, thereby adjusting their
offerings to suit the needs of their mentees. This inclusion Youth Move (2022) offers, gives
voice and power to the mentees. A youth mentoring effectiveness study done by van Dam et al.
(2021) suggested a positive correlation between youth-initiated programs and positive youth
outcomes. Organizations such as the Boy Scouts (2023), Girl Scouts (2023), and Boys and Girls
Club of America (2023) have a robust alumni engagement. While they do not offer statistics on
the number of alumni who come back to serve within their organization, they do have a
networking platform that highlights the celebrity alumni with networking opportunities. Most
recently, Artis Stevens, the CEO of Big Brothers, Big Sisters of America told a reporter the
organization is directing their focus to alumni outreach to help boost the waning engagement of
mentors within their organization (Beaty, 2023). This new initiative may serve as a good
opportunity for the organization to initiate re-engagement and elevation of their mentees within
the organization. Further, re-engagement of alumni mentees can increase the cultural intelligence
of the organization because the alumni mentees are uniquely able to identify with new mentees
(Earley, et al, 2003).

17
Clark and Estes (2008) Gap Analysis Framework
One way to review and evaluate the disparity between the mission and vision of an
organization, and its results, is through the gap analysis framework (Clark & Estes, 2008). The
gap analysis (2008) framework strives to understand the gaps that exist in the knowledge,
motivation, and organizational (KMO) influences. First, organizations may be unaware of their
own gaps in their knowledge or skills (Clark & Estes, 2008). Therefore, an assessment of
knowledge is imperative to understanding the organization’s perception of its current situation.
Motivation is the second consideration in the KMO framework. Pintrich (2003) contended
motivation is the deciding factor for the divergent success of those in the same environment.
Motivation is based on the individual and is affected by one’s beliefs, thoughts, and experiences
(Elliot et al., 2018). Third, organizational influences or barriers are the final aspect of the KMO
framework (Clark & Estes, 2008). Common barriers to changing the status quo include a lack of
resources or ineffective processes (Clark & Estes, 2008). The Clark and Estes’ (2008) KMO
framework suggested that organizations may lack awareness of a problem, as well as the
expertise and capacity to address it. Thus, if a lack of knowledge exists in the organization, the
motivation for the organization to change will also be missing (Clark & Estes, 2008). This
framework allowed for a conceptual view of what the organization does well. Last, the KMO
allowed for recommendations to correct the gaps.
A gap analysis study includes five phases (Clark & Estes, 2008). The first phase is to
define the current state of the organization. In recent years, there has been a drop in volunteer
mentors for youth, and organizations need more mentors (Beaty, 2023; DuBois et al., 2011;
Fernandes-Alcantar, 2022; Garringer et al., 2016; Porzig, 2022; Tierney et al., 1995). The second
phase in the gap analysis is to identify the preferred state (Clark & Estes, 2008). Youth

18
mentoring organizations would like to increase their mentor pool to serve more youth (Beaty,
2023; Fernandes-Alcantar, 2022; Garringer et al., 2016; Porzig, 2022). The third phase of the gap
analysis is to identify the gaps that exist between the current state of the organization and the
desired state (Clark & Estes, 2008). Elevating youth mentees to mentors may offer social capital
gains (Bourdieu, 1986) which can, in turn, lead to organizational growth. The fourth and fifth
steps are to develop an action plan and to implement and monitor said action plan (Clark &
Estes, 2008). This is discussed in Chapter Five.
Executive Leader Knowledge, Motivation, and Organizational Influences
The Clark and Estes’ (2008) gap analysis framework provided a lens to examine
organizational performance opportunities. This framework examines the knowledge, motivation,
and organizational (KMO) influences affecting performance. Clark and Estes’ (2008) KMO
framework suggested that an organization may not be aware of an existing issue, and they may
lack the necessary knowledge and skills to address the issue. Clark and Estes (2008) indicated
motivation refers to a key driver in the behavior of the organization, while organization refers to
the cultural norms of Mentoring 1to1. According to Garringer et al. (2017), the norms of youth
mentoring organizations state a successful youth mentoring match is 1 year long. Further, the
stated mission of Mentoring 1to1 is to help youth achieve their full potential. In this way, a KMO
study can assist in reviewing and recommending ways to fill the gap in performance, leaving the
societal effects addressed by Bourdieu’s (1986) social capital theory. Social capital theory
(Bourdieu, 1986) posits cultural capital is a means for upward mobility. Elevating mentees to
mentors within the organization could be an opportunity for upward mobility.

19
Knowledge Influences
Krathwohl (2002) identified four distinct types of knowledge from Bloom’s Taxonomy:
factual, conceptual, procedural, and metacognitive. Each type of knowledge explores a different
aspect of knowledge of the issue. Factual knowledge is the foundational knowledge that exists,
such as informational details (Krathwohl, 2002). Mentoring organizations have the factual
knowledge they need more mentors (Beaty, 2023; Fernandes-Alcantar, 2022; Garringer et al.,
2016; Porzig, 2022; Tierney et al., 1995). Conceptual knowledge is the understanding of factual
knowledge in relation to the principles of the organization (Krathwohl, 2002). There is evidence
that mentoring organizations understand what can be done to engage mentors (Alcoholics
Anonymous, 1947; BBBS, 2022; Beaty, 2023; Boy Scouts, 2023; Girl Scouts, 2023). Despite
that, it is unclear whether the mentoring organizations understand the value of uplifting the
alumni mentees. Procedural knowledge is knowing how to address the problem (Krathwohl,
2002). Thus far, mentoring organizations have not created a program to create a cyclical
promotion from mentee to mentor. Metacognitive knowledge is the understanding of oneself in
relation to the knowledge (Krathwohl, 2002). This dissertation explores the gaps in procedural
and conceptual knowledge types of Mentoring 1to1. Please see Table 2 for a breakdown of the
knowledge influences in relation to conceptual knowledge and procedural knowledge types. The
first knowledge influence that this study explores is procedural knowledge, followed by
conceptual knowledge.
Procedural Knowledge
Procedural knowledge is the possession of competencies and the ability to implement
them (Krathwohl, 2002). This type of knowledge is acquired by firsthand learning or by direct
experience. Procedural knowledge is the furthering of theoretical knowledge to the practical

20
knowledge of how to do it (Krathwohl, 2022). At Mentoring 1to1, this would entail knowing
how to create a successful cyclical mentor pool.
When a match between a mentor and mentee lasts 1 year, it is considered a success
(Deutsch & Spencer, 2009; Fernandes-Alcantar, 2022; Garringer et al.; 2016, Porzig, 2022). Yet,
about 50% of all matches fail within 3 months (Spencer, 2007). Rhodes et al. (2016) asserted that
when the mentor/mentee relationship is sustained for longer than a year, the relationship is
considered a predictor of success for the mentee. However, when a match fails, it can lead to
further complications with the mentee, including feelings of loss and further marginalization
(Spencer et al., 2014). Garringer et al. (2017) reported that while 77% of mentors understood the
time commitment, still, some matches closed due to either the mentor or mentee relocating.
Additionally, most matches close due to perceived incompatibility or unrealistic expectations of
the time spent (De Wit et al., 2020; Foster-Bey, 2006; Rhodes, 2002). This points to a lack of
preparation or training for the endeavor (De Wit et al., 2020). If the idea of elevation is presented
to the mentee, it can entice the mentee to re-engage, thereby creating a mentor pool filled with
potential mentors who have realistic expectations. Furthermore, it can help to create a cyclical
mentor pool. That said, the executive leaders need to know how to create an enduring mentor
pool.
Mentoring organizations have alumni outreach efforts (Beaty, 2023) and networking
(Boys & Girls Club, 2023; Boy Scouts, 2023; Girl Scouts, 2023). These efforts consist of
contacting previous alumni without targeting mentee elevation (Beaty, 2023). Elevation of the
mentee is a key factor in a rise in their positionality. It is unclear whether the youth mentoring
organizations are aware of when and how to implement the changes necessary to create a
sustaining mentor pool made up of elevated mentees.

21
Conceptual Knowledge
Conceptual knowledge is the knowledge of theories, models, structures, and principles
(Krathwohl, 2022). Mentees know the value of their mentoring experiences (Roszkowski et al.,
2014). As such, mentees are more inclined to be interested in mentoring if they had a good
mentor experience (Roszkowski et al., 2014). Further, according to Krathwohl (2022),
conceptual knowledge is the ability to utilize factual knowledge and incorporate it into practice.
Mentoring organizations have the knowledge they need to engage with alumni through
networking (Alcoholics Anonymous, 2022; Beaty, 2013; Boy Scouts, 2023; Girl Scouts, 2023).
Therefore, creating a structured methodology will be necessary to create the cyclical elevation
from mentee to mentor thereby creating an enduring mentor pool. However, it is unclear if the
executive leadership knows how to elevate mentees to mentor status to further support the
growth of the mentee.
The elevation of mentees to mentors is exercising the social capital earned through the
connections made with the mentor (Bourdieu, 1986). Mentoring is an effective tool when the
match meetings are authentic and consistent (Martin, 2016; Rhodes & DuBois, 2006).
Authenticity within the relationship between the mentor and mentee can have a greater effect,
especially when the local community context is considered (Martin, 2016). To that end, when the
local community is taken into consideration, it can lead to community support, which in turn
leads to organizational support (Rhodes & DuBois, 2006). Mentoring offers tangible benefits for
the mentees; however, studies show those benefits can be improved with training (LaFleur &
White, 2010). It is unclear whether executive leaders have made the connection to knowing why
alumni re-engagement will be helpful to grow their organization’s reach.

22
Table 2
Assumed Knowledge Influences
Assumed knowledge influences Knowledge type
Leaders need to know how to create a cyclical
mentor pool. Procedural
Leaders need to know how to elevate mentees to
mentor status to further support the growth of
the mentee.
Conceptual
Leaders need to know why alumni reengagement will be helpful to grow the
organization’s reach.
Conceptual
Social Capital Theory
Social capital theory (Bourdieu, 1986) posited cultural capital as a means for upward
mobility. This is applicable to this study because the research is clear in demonstrating the
benefits to being a mentee (Alcoholics Anonymous, 2022; Boys & Girls Club, 2023; Boy Scouts,
2023; Fernandes-Alcantar, 2022; Garringer et al., 2016; Girl Scouts, 2023; Porzig, 2022; Rhodes
& DuBois, 2006) and the benefits to being a mentor (Brown et al., 2012; Canter et al., 2012;
Ginwright, 2007; LaFleur et al., 2010; Liu et al., 2009). Therefore, it is widely accepted that
youth mentoring organizations have the knowledge that there are social capital benefits accrued
to both parties in a mentor/mentee relationship. As seen in Table 3, leaders need to understand
the social capital gains for mentors is listed as procedural knowledge. However, leaders
understanding the social capital gains for alumni mentees to become mentors is listed as
conceptual knowledge type because Mentoring 1to1 is not yet elevating their alumni mentees.
While the relationship between mentor and mentee is the focus, there are in fact two
different relationships in a youth mentoring organization. The first is between the organization

23
and the individual. The second is between the mentor and the mentee. This study explored both
relationships and the bidirectional social capital that exists in the respective relationships. This
study aims to understand if mentees can achieve all the social capital benefits of the mentoring
relationship if they are unable to elevate to mentor status.
Specifically, being a mentor means developing personally and professionally (Brown et
al., 2012; LaFleur, 2010; Liu et al., 2009), as well as increased networking opportunities with
one’s peers (Canter et al., 2012; Dill & Ozer, 2019; Liu, 2009). Additionally, a study by Weiler
et al. (2014) determined that mentors also improve their relationship skills, communication
abilities, problem-solving skills, and even parenting skills. These benefits to the mentor are longterm (Weiler et al., 2014). One study by Goldner and Golan (2017) reviewed the mentor benefits
between 5 to 10 years later and showed a correlation with continued social capital advantages as
well as continued community engagement.
Social capital also has an influential impact on the youth served (Gaddis, 2012). In
addition, Gaddis (2012) suggested it is not just about the length of time, but rather the quality of
time spent that increases the social capital of the mentee. However, critical social capital goes
further by emphasizing the connection of racial identity to community connectedness
(Ginwright, 2007). The U.S. Surgeon General’s Advisory (2023) reported that improved
community health and well-being are commonly linked to the social capital that arises from
connections between individuals of different socio-economic standings as found in mentoring
relationships.
Critical social capital theory advances the theory to state Black adults mentoring Black
youth creates opportunities and change for the community (Ginwright, 2007). Given the current
racial disparities between mentors and mentees in the United States being 76% to 50%,

24
(Garringer et al., 2016; Raposa et al., 2017), elevating former mentees to mentors within the
organization could offer them the same benefits other mentors gain from mentoring. This could
result in personal and professional gain for the former mentees both within the organization and
the community. In the end, the mentees would gain the upward mobility that Bourdieu’s (1986)
social capital puts forth. To do this, executive leaders of Mentoring 1to1 close the racial disparity
gap between mentors and mentees.
Alumni Engagement
Research shows that people with specific lived experiences are better equipped to help
others in comparable circumstances. Hagler (2018) reported that culturally analogous students
were able to help new students learn their bicultural identity and assimilate at university. The
University of Southern California’s (USC’s) first-generation mentor program works off this
same paradigm (USC, 2022). When mentors and mentees share origin stories, they can create a
bond that in turn will keep them connected longer (Dill & Ozer, 2019; Fountain & Arbreton,
1999; Martin, 2016; Rhodes et al., 2017; Rhodes & DuBois, 2006). When the relationship is
sustained and the mentee feels connected to the mentor, they are likely to mentor others
(Roszkowski & Badmus, 2014). Therefore, executive leaders need to understand the importance
of alumni mentee re-engagement as a means of fulfilling their mission.

25
Table 3
Assumed Social Capital Influences
Assumed social capital influences Knowledge type
Leaders need understand the social capital gains
for mentors. Procedural
Leaders need understand the social capital gains
for mentees to become mentors. Conceptual
Executive Leaders’ Motivational Influences
The executive leaders of Mentoring 1to1 chapters have a responsibility to their chapter to
keep the organization solvent, to the mentors to keep them happy, to the mentees to keep them
safe, and to the community to continue to provide mentoring. The effect of mentoring is
measured by the mentee’s avoidance of criminal activity and adherence to societal norms
(Garringer et al., 2017; Mentor, 2009; Porzig, 2020). Therefore, the motivational influences for
Mentoring 1to1 are two-fold. The first, aligned with all mentoring organizations, is to help the
mentees have a better life and achieve their full potential (Garringer et al., 2017). The second is
to raise funds and attract mentors (Garringer et al., 2017; Mentor, 2009; Porzig, 2020).
Achieving both increases the organization’s effectiveness and subsequently its success with the
mentees (Garringer et al., 2017). The question this paper aims to answer is if the executive
leadership at Mentoring 1to1 believes they can execute the task effectively.
Clark and Estes (2008) named three faces of motivational performance: active choice,
persistence, and mental effort. With these facets in mind, one can see Mentoring 1o1, like many
other organizations, is actively engaged in alumni outreach (Beaty, 2023; Boys & Girls Club,
2023; Boy Scouts, 2023; Girl Scouts, 2023). While this choice is an active one, it can also be

26
passive. Some Mentoring 1to1 chapters are simply updating their websites to announce alumni
messages, while others have not yet started any outreach. If the re-engagement were robust, they
could create a new mentor pool drawing from the alumni. One example of a self-fulfilling
mentor pool is Alcoholics Anonymous’ 12–step program. As discussed, the 12th step of the
program is the mentee must give back to others by mentoring someone new through their
program (W. B., 1976). Once the mentee becomes the mentor, they are given a new way of
learning their program. It is through the empowerment of service that they grow. This study
aimed to help Mentoring 1to1 offer that same empowerment and growth to their mentees.
Self-Efficacy
Bandura (1977, 1986) defined self-efficacy as one’s personal judgment on their means to
execute the necessary actions to achieve a goal. In the context of this study, the executive leaders
of Mentoring 1to1’s chapters must have a belief in their abilities to achieve their goals of raising
capital and attracting or sustaining mentors. As Mentoring 1to1 chapter leaders have autonomy,
they engage in entrepreneurial leadership. This involves employing creative solutions and
empowering employees to do the same (Bagheri et al., 2022). Additionally, Bagheri (2022)
suggested creativity at the individual and team levels are only possible with self-efficacy. If the
Mentoring 1to1’s chapters leadership are empowered by the national Mentoring 1to1 office to be
creative with their autonomy, it will indeed foster the chapter’s leadership to reflect that with
their own employees. This will thereby increase the self-efficacy of the executive leaders, teams,
and the chapter employees. That said, the executive leaders at Mentoring 1to1 need to know how
to re-engage those they have served to serve others.
Chapter leaders may not intrinsically understand the need for elevation. Without firsthand
experience, it is harder to grasp the true needs of the community (Elers et al., 2021). As such,

27
when an executive leader of a chapter is empowered and employs entrepreneurial leadership,
Bagheri et al. (2022) suggests they can foster self-efficacy in their employees by encouraging
creativity. In addition, the chapter leaders can encourage the implementation of innovative ideas
within their chapter (Bagheri et al., 2022). Bagheri et al. (2022) studied self-efficacy using seven
hypotheses, listed H1 through H7 in Table 4 while outlining the relationship between selfefficacy, leadership, and innovation. The relationships are detailed in Figure 2.

28
Table 4
Hypotheses Tested by Bagheri et al. (2022)
Number Hypothesis
H1 Entrepreneurial leadership practices of leaders significantly improve employees’
innovation work behavior.
H2 Entrepreneurial leadership practices of leaders enhance individual employees’
creativity self-efficacy.
H3 Employees’ creativity self-efficacy has a positive association with their innovation
work behavior.
H4 Entrepreneurial leadership significantly improves employees’ perceived team
creativity self-efficacy.
H5 Employees’ perceived team creativity self-efficacy has a significant impact on
their innovation behavior.
H6 Individual creativity self-efficacy mediates the relationship between
entrepreneurial leadership and employees’ innovation work behavior.
H7 Team’s creativity self-efficacy mediates the relationship between entrepreneurial
leadership and employees’ innovation work behavior.
Note. Adapted from “How Does Entrepreneurial Leadership Affect Innovation Work Behavior?
The Mediating Role of Individual and Team Creativity Self-Efficacy” by A. Bagheri, M. Akbari,
and A. Artang, 2022, European Journal of Innovation Management, 25(1).
(https://doi.org/10.1108/EJIM-07-2020-0281).
As seen in Figure 2, the direction flows from entrepreneurial leadership to innovation
work behavior. Mentoring 1to1 chapters operate autonomously. Therefore, the executive leaders
of each chapter can act as entrepreneurial trailblazers, thus creating an innovative environment at
work.

29
Figure 2
Visual Representation of Bagheri et al.’s Self-Efficacy Hypotheses (2022)
Note. From “How Does Entrepreneurial Leadership Affect Innovation Work Behavior? The
Mediating Role of Individual and Team Creativity Self-Efficacy” by A. Bagheri, M. Akbari, and
A. Artang, 2022, European Journal of Innovation Management, 25(1), p. 5
(https://doi.org/10.1108/EJIM-07-2020-0281).
Expectancy Value
Expectancy-value theory is a motivational concept that links an individual’s perception of
the likelihood of success to their assessment of the significance or importance of a particular task
or activity (Ambrose et al., 2010; Atkinson, 1964; Pintrich, 1999). Ambrose et al. (2010)
illustrated the subjective value of a goal combined with the expectation of success in Figure 3.
Entrepreneurial leadership leads to individual and team creativity, which all lead to innovative
behavior (Ambrose et al., 2010).

30
If Mentoring 1to1 chapter leaders see the value of elevating mentees and have an
expectation of success, they will be motivated to employ an elevation process. Ambrose et al.
(2010) suggested that this in turn, will lead to goal alignment and success. However, first, the
executive leaders must master how to re-engage their mentees to elevate within their
organization. Mastery of a task refers to the expertise and competence at said task (Ambrose et
al., 2010). Thus, mastering re-engagement means the chapter leaders at Mentoring 1to1 will need
to be committed to mentee elevation within their organizations.
Many youth mentoring organizations, including Big Brothers, Big Sisters; Boys and Girls
Club; Boy Scouts; and Girl Scouts, have introduced alumni outreach and networking programs
(BBBS, 2022; Boys & Girls Club, 2023; Boy Scouts, 2023; Girl Scouts, 2023). That said, AA is
a notable exception regarding mentee elevation (Alcoholics Anonymous, 2022). AA requires 12
steps to complete the program, with the ultimate step being mentoring others (E. B., 2007).
Mentoring others as you have been mentored is built into their program. The efficacy of adults
mentoring adults (Brown & Nicholson, 2012; LaFleur & White, 2010). Currently, there is a gap
in the literature on youth elevation within the organizations that served them. However, there is
evidence that youth mentoring organizations are reaching out to alumni to recruit for reengagement (Beaty, 2023). The expectancy of success and perceived value in their outreach has
yet to be determined. The executive leaders need to understand the value in elevation of mentees
to mentors to further the organization’s reach and understand how it can be used to create a more
economically sustainable organization. A visual representation of expectancy value is included in
Figure 3, and the assumed motivation influences are outlined in Table 5.

31
Figure 3
Expectancy Value
Table 5
Assumed Motivation Influences
Assumed motivation influence Motivation type
Executive leaders need to believe they are
capable of re-engaging those they have served
to serve others.
Self-efficacy
The executive leaders need to understand the
value in elevation of mentees to mentors to
further the organization’s reach and to create a
more economically sustainable organization.
Expectancy value

32
Mentoring Organizational Influences
Gallimore and Goldenberg (2001) referred to the daily activities of an organization as
norms which define the organization’s cultural setting. Incorporating new processes within the
cultural setting to align with the goal of the mentee’s personal growth can align the outcomes
with the goals of the organization. Through their cultural settings, youth mentoring organizations
seek to empower the youth served and to elevate their positionality through mentorship BBBS,
2022; Boys & Girls Club, 2023; Boy Scouts, 2022; Girls Scouts, 2022). As an organization,
these goals must be accomplished while maintaining financial solvency. Thus, a primary concern
is raising capital (Garringer et al., 2017; Porzig, 2021; Raposa et al., 2017). One way to save
capital and grow the organization can be through creating a new mentor pool of elevated
mentees. The mentoring organizations can reach more mentees in an effective manner when the
mentees see themselves in their benefactors (Elers et al., 2021).
Mentoring 1to1 offers monitored one-on-one mentoring. The relationship and outings are
between the mentor and the mentee without supervision. On a monthly basis, the monitoring
agents of the organization interview the mentor, the mentee, and the parent to gain everyone’s
perspectives of the relationships. Moreover Geiss (2019) suggested monitoring agents are
evaluated on the match lasting the term. Spencer (2007) reported 50% of all matches fail. Thus,
it is imperative to the success of the relationship that the matches are monitored and supported
daily.
Alumni Networks and Recruitment
Culture is the value and belief systems that are gleaned from their lived experiences
(Clark and Estes, 2008). Furthermore, Gallimore and Goldenberg (2011) define cultural settings
as what is represented as valued by the organization. Mentoring 1to1 purports to want to help

33
youth achieve more through one-on-one mentoring. However, currently, they are not recruiting
alumni mentees for networking and elevation.
Alumni networking can be a useful technique in recruiting new mentees and mentors. In
addition, alumni endorsements can help raise funds for the organization. Youth mentoring
organizations such as the Boys and Girls Club (2023), Boy Scouts (2023), and the Girls Scouts
of America (2023) capitalize on their alumni by featuring them on their websites with advice for
mentees. This creates an added value for the mentee and, by extension, for the organization, as
they can show the benefits of association. Through association, the social capital of the
organization is increased (Bourdieu, 1986). Chapter leaders can utilize the alumni networks to
create a wider association for the mentees and offer the organization new ways to expand its
reach (Boys & Girls Club, 2023; Boy Scouts, 2023; Girls Scouts, 2023).
Commitment to Alumni Recruitment
According to Clark and Estes (2008), certain organizations surpass mere organizational
performance goals and aspire to enhance not only their communities but also society. As such,
organizational culture explains the organization’s identity, actions, and the approach they take in
creating change (Clark & Estes, 2008). Mentoring 1to1 must stay committed to alumni mentee
re-engagement.
In their study, Malhotra et al. (2023) demonstrated that alumni are the best supporters of
their former organization. Both mentors and mentees gain benefits from the mentoring
relationship (De Wit et al., 2020). Moreover, when the mentees have a connection with their
mentors, they are more likely to become mentors themselves (Roszkowski & Badmus, 2014).
Chapter leaders should recruit and engage alumni mentees to mentor others. Alumni would be
elevated and increase their positionality within the organization and community. In turn, the

34
organization could thereby enjoy expansion, which is a key goal in mentoring organizations
where gaining more mentors is valuable and necessary. This expansion could lead to the growth
of their network and community.
Alcoholics Anonymous is committed to building community through networking and
alumni mentee re-engagement (Alcoholics Anonymous, 1947). Through their cultural settings,
the member mentee must go through the 12 steps to complete their program. Cultural settings, as
defined by Gallimore & Goldenberg (2001), are the norms that are exhibited in an organization.
The cultural norm of AA is the 12th step in the program, which is to mentor new mentees that
come into the organization (Alcoholics Anonymous, 1947). If chapter leaders of youth mentoring
organizations created a similar process within their program, they, too, could create a reciprocal
mentor pool. Table 6 shows the organizational influences of Mentoring 1to1.
Table 6
Assumed Organizational Influences
Assumed organizational influence Organizational category
The organization needs to recruit alumni
mentees for networking and elevation. Cultural setting
The organization will stay committed to
alumni mentee re-engagement.
Cultural model

35
Overview of the Conceptual and Methodological Framework
This study used the Clark and Estes (2008) gap analysis framework to help identify the
gaps that exist at Mentoring 1to1. It is imperative to assess where the organization and where the
organization wants to be. Identifying the difference between their organization is and where it
wants to be demonstrated the gap that exists in the organization (Clark & Estes, 2008). The
previous section defined the KMO influences. However, this section discusses what lies at the
intersection of knowledge, motivation, and organization. In addition, this section connects the
importance of Bourdieu’s (1985) social capital theory to the invitation to Mentoring 1to1 to
elevate mentees to mentors.
Youth mentoring organizations work to match mentors within the community to
disadvantaged or at-risk mentees. Nearly all (99%) of the mentors are cisgendered, 66% are
White, and 97% have at least some college education (Porzig, 2021). The idea of connecting a
non-familial mentor to a mentee is to offer advantages including new experiences and
perspectives, or, as Bourdieu (1985) defined it, social capital. While the intention is to offer the
mentee a positive role model, the mentor pool may instead further marginalize the underserved
community (Giridharadas, 2020). Giridharadas (2020) also suggested that when individuals in
positions of power reject the existence of a hierarchy within the current social order, they can
maintain their privileged status while simultaneously experiencing a sense of satisfaction for
their supposed efforts. This can marginalize the youth they are interested in helping even more.
Currently, Mentoring 1to1, like all youth mentoring organizations, is most in need of
mentors and funds (Fernandes-Alcantar, 2022; Garringer et al., 2016; Porzig, 2022). Most of the
funds they need are to attract new mentors rather than needing funds for services (Garringer et
al., 2016; Porzig, 2022). Finding mentors who understand the need for, and importance of, youth

36
mentoring programs can be challenging (Rhodes & DuBois, 2006). Furthermore, Rhodes and
DuBois (2006) found mentoring programs only work when the relationship is consistent and
sustained. It is imperative for the matches to meet on a regular basis and not end prematurely.
Participants who were once mentees themselves have this intrinsic knowledge. Therefore,
elevating past mentees to mentors could help with both creating a new mentor pool for the
organization, and decreasing the amount of funding needed to attract new mentors.
Mentoring 1to1 understands they have a critical need for new mentors and money.
However, it is unclear whether they are aware of how to meet that need. Youth mentoring
organizations are actively engaged in mentor outreach (Beaty, 2023; Boys & Girls Club 2023;
Boy Scouts, 2023; Girl Scouts, 2023). That said, there is no evidence that they are actively
engaged in elevation of their current mentees. Certainly, organizations such as Alcoholics
Anonymous understand that elevation to mentor is a way in which service is uplifting
(Alcoholics Anonymous, 2022). Clark and Estes (2008) suggested the gap exists between where
an organization wants to be and where they actually are. In this case, Mentoring 1to1 claims they
want to uplift and serve the youth; however, they are missing the critical component of elevation.
It is unclear whether the executive leaders of the Mentoring 1to1 chapters have any
intrinsic knowledge of what it is to be a mentee, or if they are simply missing the connection.
Nor is it clear if the chapter leaders understand how imperative it is for mentees to see
themselves in their mentors (Ginwright, 2007). As indicated in Figure 4, this study is intended to
uncover the gaps that exist in the leader’s knowledge and motivation as it relates to their alumni
networks and recruitment for elevation.

37
Figure 4
Conceptual Framework
Conclusion
There are noted benefits of being a mentor (Brown et al., 2012; Canter et al., 2012;
Ginwright, 2007; LaFleur et al., 2010; Liu et al., 2009). There are also noted benefits of being a
mentee (Alcoholics Anonymous, 2022; Boys & Girls Club, 2023; Fernandes-Alcantar, 2022;
Garringer et al., 2016; Boy Scouts, 2023; Girl Scouts, 2023; Porzig, 2022; Rhodes & DuBois,
2006). Even so, Mentoring 1to1 does not actively and intentionally engage with their alumni
mentees to elevate them to mentor within their organization. Moreover, there is a gap in the
literature regarding youth mentees elevating to mentors in any youth mentoring organization. A
lack of promotion can come from the desire to rescue others, known as the savior complex,

38
which can lead to a mentoring dynamic that exacerbates the marginalization and
disempowerment of individuals in need who are involved in that relationship (Cammarota, 2011;
Villanueva, 2018).
This chapter reviewed the missed opportunity of mentee elevation through the Clark and
Estes (2008) gap analysis theoretical framework. Executive leaders at mentoring organizations
must serve two purposes; the first to keep their organization in business, and the second to serve
their mission of helping the youth in their community improve their status. Youth mentoring
organizations’ two largest needs are capital and volunteer mentors (Fernandes-Alcantar, 2022;
Garringer et al., 2017; Porzig, 2020). Taking the capital and financial needs into consideration,
mentee elevation could help the organization save money by creating a new mentor pool of
people already familiar with the organization. Bourdieu’s (1986) social capital theory allowed
the study to delve deeper into the stated mission of the organization by understanding what being
a mentor means to both the mentor and the mentee. Primarily, what it means to truly elevate
beyond what you once were.

39
Chapter Three: Methodology
This study used the Clark and Estes (2008) gap analysis framework to uncover and
understand the gaps in knowledge, motivation, and organizational influences that exist in the
Mentoring 1to1 chapters regarding the mentee elevation. This study capitalized on the procedural
knowledge of the executive leaders of Mentoring 1to1 chapters. According to Krathwohl (2002),
procedural knowledge focuses on firsthand knowledge. In this case, qualitative interviews were
used to uncover if the chapter leader had knowledge of how to re-engage and elevate their
mentees beyond graduating high school. Further, the interviews link the leaders to their own
experience as a mentor or mentee. In addition, according to Krathwohl (2022), conceptual
knowledge is the ability to utilize factual knowledge and incorporate it into practice. As such,
this study attempted to uncover if the chapter leaders have the conceptual knowledge to
implement the outreach as reported by Beaty (2023).
The motivations behind Mentoring 1to1 are twofold. Firstly, in line with the goals of all
mentoring organizations, the aim is to assist mentees in improving their lives and realizing their
full potential (Garringer et al., 2017). Secondly, the objective is to generate funds and draw in
mentors (Garringer et al., 2017; Mentor, 2009; Porzig, 2020). This paper aimed to understand the
motivational gaps the chapters may have in the elevation of mentees to become mentors. More
specifically, the goal was to understand if the executive leaders of Mentoring 1to1 understood
how, and more importantly, why it is imperative to elevate mentees to mentors.
The noted organizational gaps at Mentoring 1to1, as with all youth mentoring
organizations, is the lack of funds and the decline of volunteer mentors (Garringer et al., 2017;
Mentor, 2009; Porzig, 2020). While much of this study is focused on those organizational
influences, the intention for this study was to find ways to elevate the youth once served by

40
Mentoring 1to1 from mentee to mentor. Bourdieu’s (1985) social capital theory is used as the
conceptual framework to uncover the lack of elevation to mentor. The interview process revealed
if the chapter leaders understood the intrinsic value of mentorship and of promotion.
Research Questions
To address the shortage of mentors and improve recruitment efforts, youth mentoring
organizations should be open to learning and implementing the principles of generative learning
(Senge, 1990) for a successful outcome. According to Senge’s (1990) perspective, generative
learning involves adopting a unique perspective on the current systems. Therefore, the purpose
of this study was to answer the following research questions:
1. What are the knowledge, motivation, and organizational influences affecting the reengagement of alumni mentees?
2. What are the recommendations for increasing the knowledge, motivation, and
organizational processes to improve the re-engagement of alumni mentees?
Overview of Design
This study was designed to utilize qualitative interviews. A document analysis was
conducted to assist with triangulating the data obtained through the interviews. The study asked
participating chapter leaders two closed questions followed by 16 open-ended questions in a
semi-structured interview to ascertain their knowledge, motivation, and organizational influences
regarding mentee re-engagement in the form of elevation. The questions were designed to
understand if the participating chapter leaders had the intrinsic understanding of the social capital
involved in mentoring, either as a mentee or mentor. The data sources are outlined in Table 7.

41
Table 7
Data Sources
Research questions Interviews Document analysis
RQ1: What are the knowledge, motivation,
and organizational influences affecting the reengagement of alumni mentees?
X X
RQ2: What are the recommendations for
increasing the knowledge, motivation, and
organizational processes to improve the reengagement of alumni mentees?
X
Research Setting
This study collected data via 10 semi-structured qualitative interviews. Semi-structured
interviews allowed for open-ended questions and probes to said questions (Burkholder et al.,
2019). Each interview lasted 50 to 70 minutes. I used virtual interviews for the sake of cost and
expedience, as Mentoring 1to1 is a national organization with chapters across the country. Zoom
(Version 5.16.10), a video conferencing application, and Fathom, a transcribing feature offered
through Zoom (Version 5.16.10), automatically recorded and transcribed all interviews. Zoom
(Version 5.16.10) is a video conferencing tool that enables users to conduct virtual meetings,
webinars, and collaborate online. Its popularity surged, particularly during the COVID–19
pandemic, when remote work and virtual communication became prevalent. Fathom is an app
within Zoom (Version 5.16.10) that records and transcribes the meeting in real time. The
meeting recording automatically saved to my password-protected computer and then to USC
Google Drive, a password-protected cloud service. To ensure there was a backup of the
transcript, I also utilized the closed captioning feature on Zoom (Version 5.16.10).

42
Positionality of the Researcher
I am but one person and each of my identities influences me. I am a woman, a wife, a pet
parent, an aunt, a niece, a daughter, a sister, a cousin, a friend, a writer, an entrepreneur, a
teacher, a mentor, a leader, an artist, and now, a student. I am American. I am ethnically Indian
as my parents were immigrants. I may identify more strongly as one, or all these identities, at any
given moment. In fact, the identities I lack also shape who I am. For example, I am not a parent.
Situations can and will play a role in deciding which facet of my identity is more prominent.
Through the traditional Anglo-male dominated lens in which I live, some of my identities may
marginalize me. However, my education and financial position lend me the potential to
influence. Therefore, my positionality, as an intersectional influenced choice, encompassing all
my identities, is to find mechanisms to provide agency to others.
Villaverde (2008) described positionality as, “how one is situated through the intersection
of power and the politics of gender, race, class, sexuality, ethnicity, culture, language, and other
social factors” (p. 10). It is at the intersections of my identities that I find my own power. I also
find myself choosing to create and provide agency to empower others through that confluence.
The facets of my positionality came into play when I joined a mentoring organization and
became a mentor to a young Black girl. The organization encourages the mentor to mentor the
mentee, offer guidance, and engage in activities based on their lived experiences. However,
suddenly, my identities were in conflict. My privilege, availability, and experience made me a
great candidate. However, the Indian part of me would say that I did not have the background,
knowledge, or stability that comes with being a parent, to be an adequately informed mentor.
Based on my positionality, alone, I was in conflict. And then a new conflict came about. Racial
disparities and national unrest dominated the news. I found myself at the intersection of ‘who I

43
am,’ ‘who I am not,’ and, ‘who others perceive I am.’ Situations like mentoring others define and
bring out various aspects of my positionality.
As mentioned, the first time the organization paired me with a mentee, my mentee was a
young Black girl. While I am a brown person of Indian descent, I will never truly understand
what it is to be a Black person. That said, I found courage to speak with my mentee and her
mother about the events happening across the nation. The racial disparity within our relationship
was not as stark as if the organization had matched her with a White woman, and she found
comfort in speaking openly with me. On the other hand, the importance of seeing ourselves in
our mentors was underscored for me when I was matched with a new mentee in 2022. This time,
the organization paired me with a young Mexican girl. I see her delight when others mistake me
for her mother, and it is a stark reality check on how imperative it is to see ourselves in our
mentors.
The privilege I hold is in having the space in my life, my budget, and the love and
support of my husband to be involved in another family, and in the community in this manner. I
have had wonderful role models and mentors who have empowered and inspired me. Now that I
can do this for someone else, my lived experiences as a mentee influence how I mentor. To me,
this was not just a decision about helping, it was allowing me to continue the cycle of love and
empowerment.
I have had an enriching experience being a mentor. I have fostered a true kinship with my
first mentee for nine years. However, now that she is an adult and has graduated from being a
formal mentee, I quickly recognized the organization that brought us together missed the
opportunity to re-engage her as a mentor. As time lends itself toward the growth and
understanding of society, marginalized communities, and racial inequities, I have felt that I must

44
consider what I am doing to empower those that I have set out to help. What I know as a mentor,
a woman, an entrepreneur, a teacher, and a leader is that all these things that I am, identify me as
someone who must empower those who are around me to rise up. My family taught me to accept
mentoring from others, beyond just my parents or immediate family. What I know from all my
mentors is that when we lift each other up, we all rise. I want to see the cycle continue as well. I
want my mentee to become empowered to become a mentor if she chooses. After all, when you
give, you receive.
Data Sources
The purpose of this study was to uncover and understand the gaps that exist for the
executive leaders at Mentoring 1to1 chapters regarding mentee elevation. Youth mentoring
organizations are reaching out to inactive alumni to assess how to best re-engage them in the
chapter (Beaty, 2023; Boys & Girls Club, 2023; Boy Scouts, 2022, Girls Scouts, 2022). Outreach
is the foundation for re-engagement. This study attempted to assess the understanding the leaders
have in the importance of their work, and the elevation of mentees to mentors as part of that
work.
Interviews
Using an 18–question interview protocol, I conducted 10 semi-structured, virtual
interviews. The interviews started with two closed-ended questions that were specific to their
chapter practices. The following 16 questions were open-ended questions. I designed the
questions to be phenomenological in nature, drawing upon the participants’ lived experiences
(Merriam & Tisdell, 2016). This allowed the participants to reflect upon their experiences and
offer insights. I asked all participants the same questions, but the order differentiated from person
to person. Merriam and Tisdell (2016) posited semi-structured interviews allow for all

45
participants to get the same questions, yet still allow the flow of conversation. I utilized Zoom
(Version 5.16.10) to record each interview and Fathom to transcribe them. In addition, I wrote
field notes. Questions and probes were pre-planned to keep the interview flowing (Robinson &
Leonard, 2019). I reviewed the transcripts, and thematically coded the transcripts for analysis.
Appendix A includes the interview protocol.
Qualitative interviews involve collecting subjective data in the participants’ own
language, which enables the researcher to gain valuable insights into the subjects’ perceptions of
the situation (Bogdan & Biklen, 2007). As Mentoring 1to1 is a national organization, the
participants were from across the United States. As such, calls took place on Zoom (Version
5.16.10). Semi-structured interviews allowed for participants to describe their views freely and
fully while still answering a singular set of questions (Merriam & Tisdell, 2016). According to
Robinson and Leonard (2019), the semi-structured interview allows for the interview to flow and
feel more conversational. Merriam and Tisdell (2016) also proposed the informal aspect of semistructured interviews allows for follow-up questions to ebb and flow, which this study reflected.
Additionally, the participants shared that my personal experience as a mentor for Mentoring 1to1
made them feel more comfortable during the interview.
Document Analysis
The process of collecting data by reviewing existing documentation is known as
document analysis (Creswell & Creswell, 2018). I performed a document analysis as part of this
study to triangulate the data collected through the interview process. Documents are artifacts that
are readily available and easily accessible to the researcher (Merriam & Tisdell, 2016). For this
study, three such artifacts exist. Garringer et al. (2017) published a report for Mentoring.com, a
leading mentoring agency that reported on youth mentoring nationwide. The second, written by

46
Raposa et al. (2017), reported on government youth mentoring programs. Both preceding reports
utilize the BBBS annual report. As such, I also included the Porzig (2021) report about BBBS in
the document analysis. Appendix B includes the document analysis comparative table showing
the reported gaps that exist in youth mentoring organizations.
Sample and Population
Youth mentoring organizations recognize the importance of the youth mentee experience
elevating to mentors (Beaty, 2023). To that end, at the time of this writing, 19 Mentoring 1to1
chapters were introducing alumni outreach as a precursor to re-engagement. This study focuses
on the chapters currently employed in alumni engagement (Merriam & Tisdell, 2016). Focusing
on these chapters gave me a purposeful sample, in which I only spoke to executive leaders
interested in alumni engagement. To find these chapters, a simple Google search provided
information regarding the chapters who are already recruiting their alumni. At the time of this
study, there were 19 such chapters. I interviewed 10 executive leaders of chapters that were
engaged in the early adoption of alumni outreach and re-engagement. See Table 8 in Chapter
Four for participant demographics.
In hopes of making connections from the leader’s experience to their current work, I
conducted phenomenological interviews, which helped to reveal their lived experiences
(Merriam & Tisdell, 2016). The executive leaders of Mentoring 1to1 chapters have the autonomy
to run their chapter as they like. This accounts for the local laws and temperament of their
community. The interview revealed to what degree the leaders are interested in alumni elevation,
as well as the degree to which the alumni are interested in continued engagement. Additionally,
it indicated the intention of the organization is to maintain the relationship.

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Instrumentation
This study utilized an 18–question interview protocol specifically designed to tackle the
research questions of this study. The protocol consisted of two closed questions and 16 openended questions. All questions assess the understanding of social capital. Specifically, as it
relates to the knowledge, motivation, or organizational influences the leaders have in relation to
mentee elevation. While the interviews were semi-structured to allow for a conversational flow
(Robinson & Leonard 2019), I asked identical questions of each participant. This allowed me to
record and evaluate the differences at the various chapters.
Data Collection
I collected data via 10 semi-structured qualitative interviews. Semi-structured interviews
allowed for open-ended questions and probes to said questions (Burkholder et al., 2019). Each
interview lasted 50–70 minutes. I used virtual interviews for the sake of expedience as
Mentoring 1to1 is a national organization with chapters across the country. All interviews were
automatically recorded and transcribed via Zoom (Version 5.16.10) and Fathom, and then saved
to an online, password-protected cloud. To ensure a backup of the transcript, I utilized the closed
captioning feature on Zoom (Version 5.16.10).
Data Analysis
There is literature on youth mentoring, benefits to the mentors, the benefits to the
mentees, and the need for more mentors. I conducted an exhaustive review of the existing
literature and found a gap in mentee elevation. In addition, the interviews reflected said gap. I
reviewed the transcripts, and thematically coded them for analysis. I recorded the interviews in
Zoom (Version 5.16.10) and transcribed them automatically using Fathom transcription services
available via Zoom (Version 5.16.10). I also reviewed the video interviews in comparison to the

48
transcripts to ensure accuracy of transcripts. There were 362 pages of data, totaling 9.5 hours of
recording time. Line by line, I reviewed and coded the data manually using Microsoft Excel
(2023). I used Gibbs’ (2018) open coding technique to allow for emergent themes. As Gibbs
(2018) further suggested, axial coding followed which allowed me to refine the coding to in
relation to the larger dataset. Clark and Estes’ (2008) KMO influences as well as Bourdieu’s
(1986) social capital theory served as the foundation and base of the coding.
In this study, the method employed for collecting secondary data was document analysis,
which included three steps: assessing the significance of the documents, scrutinizing them for
precision and genuineness, and creating a coding system (Merriam & Tisdell, 2016). The
documents were all public records and I obtained access to them online. The first step of the
document analysis is to determine the relevancy to this problem (Merriam & Tisdell, 2016). Each
document reports on how the agencies perform while the youth are underage. Little data is
available on the youth after their high school graduation. Thus, there is a gap in the literature
regarding elevation within the organization. The next step of the document analysis process
involved examining the documents to ensure their authenticity and accuracy (Merriam & Tisdell,
2016). Given the documents are all government-funded and peer reviewed, I made a presumption
of authenticity. I coded the reports based on the conceptual framework and the research
questions associated with this study.
Validity and Reliability
To ensure credibility and trustworthiness, Merriam and Tisdell (2016) suggested that the
study must be reliable, and the data must be valid. To ensure validity and reliability in this study,
I followed Merriam and Tisdell’s (2016) strategies such as keeping an audit trail and maximizing
the variation of interviewees. Keeping an audit trail ensured I fully documented the process.

49
Last, ensuring that I had a variation of interviewees ensured I had a broad and representative
perspective. I interviewed executive leaders from Mentoring 1to1 chapters across the United
States to incorporate a multitude of perspectives in my study. Table 7 includes participant
demographics.
Credibility and Trustworthiness
An approach proposed by Merriam and Tisdell (2016) to enhance credibility involves the
use of triangulation. Triangulation is a research method that involves using additional sources of
data to cross-check the accuracy and validity of the findings. As such, I utilized document
analysis to identify common themes or patterns to the interviews. By reducing the possibility of
bias or error, the objective of triangulation is to bolster the credibility and dependability of
research outcomes.
Credibility, transferability, dependability, and confirmability create trustworthiness
(Merriam & Tisdell, 2016). To bolster trustworthiness, I used credible resources for the
interviews and document analysis. Additionally, I utilized software to record and transcribe the
interviews automatically, thereby ensuring confirmation and credibility. Finally, the document
analysis allowed for the dependability of the data obtained.
Ethics
According to Creswell (2018), safeguarding research participants involves establishing a
sense of trust, upholding research integrity, and being proactive in identifying and resolving any
potential ethical concerns that may arise during the study. Along the same lines, Merriam and
Tisdell (2016) asserted there are three types of ethics when it comes to qualitative research:
procedural, relational, and situational. In this study, I followed all three ethical constructs.

50
Procedural ethics involve obtaining informed consent, the promise to do no harm, and
following the rules as dictated by the Institutional Review Board, commonly known as IRB
(Merriam & Tisdell, 2016). I completed the Collaborative Institute Training Initiative (CITI) for
Basic Human Research in Social-Behavioral Human Subjects on March 3, 2022. In addition, I
did not approach or conduct any interviews without the express permission to commence from
the University of Southern California (USC) IRB. Relational ethics involves respecting and
appreciating those participating in the study (Merriam & Tisdell, 2016). In this vein, I provided
the participants with pseudonyms, and all conversations remain confidential. Lastly, Merriam
and Tisdell (2016) described situational ethics as the ethical issues that may arise during the
interviews. No ethical dilemmas occurred.
Limitations and Delimitations
The limitations of a study refer to the factors that are beyond the researcher’s control and
can impact the research outcomes (Creswell, 2018). The limitations of this study include
researcher bias. I was a mentor within Mentoring 1to1, as well as outside of Mentoring 1to1.
Thus, I had to be diligent to ensure my lived experiences did not influence my research and that I
did not misinterpret answers due to my personal perception. Another limitation is every
Mentoring 1to1 chapter is in a different location in the country with different laws and
regulations. This may affect how the organization conducts mentee re-engagement. Last, during
my study, the organization announced a new campaign to re-engage alumni. However, the
organization planned to disclose comprehensive details after the publication of my study, and I
was unable to include those details in this study.
Creswell (2018) defined delimitations as factors that the researcher can manage and
control through a well-designed study. I designed this study to engage early adopters of the

51
current outreach program. While they are not specifically working on mentee elevation, these
participants are already actively involved in alumni recruitment. This subset of chapter leaders
has already established an interest in improving services to the community. While all chapters
may want to improve their services to their respective communities, not all chapters have the
resources to do so. Starting with the chapters that are already involved with re-engagement can
potentially lead to implementation of this study.
Summary
This chapter detailed the methodology that I utilized to conduct the study. The
importance of the chapter leaders as the focus rather than the mentees underscores the
importance of the KMO influences on the organization. The Clark and Estes (2008) framework
focuses on the gaps within the organization. Bourdieu’s (1996) social capital theory added
understanding to the well-being of the mentors involved, while providing context as to why it is
imperative to elevate mentees. I wrote the interview questions with conceptual and theoretical
frameworks in mind.

52
Chapter Four: Findings
The findings presented in this chapter come from a total of 10 interviews. I recorded,
anonymized, transcribed, and then coded all the interviews. To ascertain the codes, I framed the
data within Clark and Estes’ (2008) gap analysis framework with the goal of understanding the
existing gaps in KMO influences. Additionally, I applied Bourdieu’s (1986) social capital theory
to assess the value of the mentoring relationship for the mentor and mentee. This chapter
commences with a review of the interviews and a description of the participants. Following is the
exploration of findings.
I conducted semi-structured interviews with Mentoring 1to1 chapter leaders from across
the United States. The interview questions aimed to ascertain whether the leaders possessed an
innate comprehension of the social connections inherent in elevating mentees. I coded the
interviews transcripts, and themes emerged. I extracted the themes with the purpose of answering
the following research questions:
1. What are the knowledge, motivation, and organizational influences affecting the reengagement of alumni mentees?
2. What are the recommendations for increasing the knowledge, motivation, and
organizational processes to improve the re-engagement of alumni mentees?
This chapter begins with participant demographics and short summaries of each
participant’s interview. Table 8 lists the pseudonym for each leader interviewed, their gender, the
region where their chapter is location, and how long they have formally worked with Mentoring
1to1. To protect anonymity, the table includes time organized in a range of years rather than
specifics.

53
Table 8
Participant Demographics
Participant Gender U.S. region Time in the
organization
Amelia Woman Northeast 1–5 years
Bond Man Pacific Northwest 5–10 years
Carol Woman West 5–10 years
DeeDee Woman South 5–10 years
Justin Man Rocky Mountain < 1 year
Madison Woman East 1–5 years
Martha Woman South 1–5 years
Nick Woman Pacific Northwest 5–10 years
Peter Man Midwest 1–5 years
Vered Woman West >10 years
Participant Summaries
As seen in Table 8, the study participants were from various regions of the country. All
participants were in executive leadership with less than 1 to more than 10 years of tenure with
the organization. I interviewed seven women and three men. Below are descriptions of each
participant.
Amelia
Amelia is a very direct and to-the-point person, and her passion for helping youth was
evident. She had never had a formal mentor nor mentored anyone, but her interest in serving
youth began in childhood. Her parents were active foster parents, and she the experience deeply
impacted her. When asked what drew her to the organization, she responded, “I grew up with a

54
lot of kids coming through our home who needed help and family, and my youngest brother was
adopted out of the foster care system.” While she expressed a deep commitment to helping her
community, the national headquarters told her “market is not on their priority list” for the
national headquarters. Therefore, she may not have the full resources needed to implement any
new initiatives that the national office plans.
Bond
Bond’s dedication to his community is immediately visible. He shared that, as a
stepfather to five children, he learned the value of non-traditional adults as mentors in a child’s
life. He first came to the organization as a mentor. He was an “empty nester” with extra time on
his hands and a desire to give back to the community. His first mentee relationship lasted 10
years. After the mentee graduated, Bond decided to mentor again. He had been with his new
mentee for 2 years and had been an employee of the organization for 6 years. He enjoys the
benefits of being a mentor, stating, “they keep you young and busy.” He understood from
experience that while the mentor/mentee relationships can be fun, they can also be challenging.
That said, he identified seeing the growth in the mentees as the best part of his job.
Carol
Carol is a friendly, approachable woman who expressed a sincere connection to her
organization and community. She was aware of all the details of what occurs within her chapter
and has 20 years of experience doing non-profit work. At Mentoring 1to1, she was most inspired
by the mission of helping the children through her work at the organization. She noted a decline
in volunteerism even prior to COVID–19. She viewed the decline as the most difficult part of her
job because her “goal is to serve more kids every day of the year,” and she needs additional
volunteers to make that goal a success.

55
DeeDee
Deedee is a poised and welcoming woman. Further, she has a strong belief in helping and
being part of the community. While the initial part of her career was in the corporate world, she
saw the impact of community engagement firsthand. Her mom was a mentor with this
organization. Additionally, Deedee is a single parent of an adopted child and understands the
needs of the parents she serves. She acknowledges that while she never had a formal mentor, she
asked mentors to support her throughout her life. Her background is in technology and, when she
came to Mentoring 1to1, she was able to help her chapter “crawl out of the paper world.” This
upgrade served her chapter well during COVID–19 as they had already updated to laptops and
could easily transition to working from home. Her experience and tenacity benefitted the
organization as she was also able to secure endowments for the chapter.
Justin
Justin is an energetic man with a true love for Mentoring 1to1. As a young child, he was
matched with a mentor through Mentoring 1to1, and he is still very much connected with that
mentor. As the years have gone on, Justin’s children have met and built relationships with his
mentor’s children. Justin shared that his mentor shaped his life then and has continued to do so in
adulthood. Justin started his career in education but moved into non-profit when this position
opened earlier this year. He recognized his experience as a mentee of Mentoring 1to1 becoming
an executive of a Mentoring 1to1 chapter as a heartwarming story of persistence to tell for
fundraising and to highlight the appreciation for the benefits of mentoring. He shared, “I think
my experience helped me get this job so that they could raise more money and have those, you
know, magic moment messages come out of a staff member’s mouth, not just volunteer.”

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Madison
Madison first started with Mentoring 1to1 as a college intern and eventually worked her
way up through the organization. She shifted to a new chapter in a leadership role less than 5
years ago. Concurrently, she mentored a young woman through the organization and has stayed
“very much” connected to her over the years. While they now live in different states, they stay
connected and travel to each other to stay in touch. She is currently mentoring another mentee in
her new chapter. One of the challenges she has faced in her chapter is it is smaller than her
previous chapter. Thus, everyone holds multiple roles. She noted, “no one is in this job for the
money, it is because you want to do it.”
Martha
Martha has a zeal and enthusiasm for her work. At the time of this study, she was
relatively new to the community, having just moved to her state when she got the position just
over 1 year ago. However, she had worked for youth-serving agencies for over 30 years. With a
light in her eye, she spoke about still being connected to many of the mentees she served
throughout her career. She is driven by the organization’s mission and a desire to give back to
the community and stay connected. She shared, “Coming out of the pandemic, we saw the length
of a match go longer. I think mentors understood just how important it was to stay connected to
their young person and get them through that period.” She also acknowledged there are
numerous ways to sustain and grow the chapter and was eagerly open to discussing all options
and converting people into committee members, mentors, or donors.
Nick
Nick is a direct, dedicated, and passionate advocate for youth mentoring. When asked
what drew her to youth-serving nonprofits, she responded with a quote commonly associated

57
with Frederick Douglass: “It is easier to build strong children than to repair broken men.” Nick
acknowledged that while the quote is gender-specific, she sees it as applicable to all kids. Nick’s
chapter had the highest match length of all participant’s chapters, with 51 months including sitebased matches. Site-based matches usually bring down the averages as it typically means the
organization matches the pair onsite at a school, for 1 year. Nick attributes the increase in match
length to having the staff be representative of the population it serves. While not directly in
contact with the kids, the best part of her job is to see the growth of the children that are
mentored through her chapter.
Peter
Peter is a humble, yet enthusiastic leader. His initiation into Mentoring 1to1 was as a
mentor 25 years ago. He described it as “a life-changing relationship” for him and he has
remained connected to his mentee. In fact, 25 years later, their families remain connected. Peter
initially worked in a different chapter, but he joined the Board of Mentoring 1to1 over 10 years
ago and accepted the leadership job less than years ago. While the national average match length
is 18 months, his chapter has an average match length of 39 months. He credits the success of his
chapter to his entire team. He shared, “I think we’re hoping to be more about how we create real
belonging where you feel connected, actually, you feel valued.”
Vered
Vered is a creative, happy, and fully engaged CEO. She is well-versed in the data
collected from her chapter. Vered is deeply moved by the idea that mentoring can help support
children. She started at Mentoring 1to1 20 years ago as a match monitor and moved her way up
to CEO. Her own experience as a young child with mentors strongly influences her life. Her
parents were in the military, and she was fortunate enough to have neighbors who served as

58
mentors to her during her parent’s deployment. Her mentors were older, and, because of that
experience, she has an affinity for older mentors. She shared, “I find that our older mentors have
much more, like, hobbies and things that they offer that are really interesting and unique to our
kids.” She explained that she allows experience to inform her ideas and decisions to grow her
offerings.
Findings
This study focused on evaluating the knowledge, motivation, organizational influences of
Mentoring 1to1 as well as the social capital gains that mentors and mentees obtain through their
relationships. This section reviews the assumed influences in relation to the findings. Following
the assumed influences, this section explores the additional findings from the study. As
illustrated in Table 9, the findings reflect the research questions, broken down by category.
Following are the corresponding themes derived from the interviews. The focus is on the themes
and findings of the research that apply to the stated research questions, as listed in Table 9.
The first finding is the knowledge that active participation is necessary for a successful
match. Both the parents and the child must stay engaged for the relationship to work. Second, the
motivation for adults to help the youth in the community is explored. Third, the organizational
findings of the alumni network, and specifically the need for mentors of color to be engaged to
support the mentees of color. Last, the social capital findings revealed that mentors believe they
get more out of the relationship than their mentees. Further, the interviewees share what the
mentors share during their monitoring calls.

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Table 9
Findings by Research Question
RQ RQ
breakdown
Findings
RQ1: What are the
knowledge,
motivation, and
organizational
influences
affecting the reengagement of
alumni mentees?
Knowledge 1. Mentoring 1to1 needs active participation in
monthly check-ins.
• The parents need to be actively
engaged.
• The mentee needs to be actively
engaged.
Motivation 1. There is an overwhelming desire for adults to
help youth.
• The mentor articulated the importance
of the in-person connection with their
mentee.
• The participants and the mentors get
involved to support the youth in their
community.
Organization 1. There is no formal alumni network.
• The chapter has no funding to create an
alumni recruitment campaign.
• The chapter is not tracking alumni in a
formal system.
2. More men are needed to support the young
men in the community. People of color are
needed most.
RQ2: What are the
recommendations
for increasing the
knowledge,
motivation, and
organizational
processes to
improve the reengagement of
alumni mentees?
Social capital 1. Mentors think they receive more from the
relationship than mentees.
2. Participants share the mentor reports.
• Mentors are happy with their matches.
• Mentors are committed to their
matches.

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Findings for Assumed Knowledge Influences
This study aimed to investigate the disparities between two categories of knowledge in
the context of one-on-one mentoring. Prior to gathering the data, it was unclear whether the
organization recognized the importance of advancing mentees to becoming mentors. More
specifically, this study sought to understand if the executive leaders knew (a) How to create a
cyclical mentor pool, (b) how to elevate mentees to mentors to further the growth of the mentee,
and (c) why alumni re-engagement would help to grow their organization. Included in Table 10,
the study did not directly validate these three items. However, during this study, the organization
created a new program that is meant addresses these concerns. At the time of our interviews,
eight out of the 10 interviewees alluded to an organizational change that would be forthcoming.
As such, the table indicates all knowledge findings are validated influences and offers three
examples of interviewees sharing the news of the upcoming organizational changes.

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Table 10
Knowledge Findings
Assumed knowledge
influences from Table 2
Finding Evidence
Leaders need to know how to
create a cyclical mentor pool.
X “We don’t have something
formalized yet. But that is
something we’re working toward
in our national office.”
(Madison)
Leaders need to know how to
elevate mentees to mentor
status to further support the
growth of the mentee.
X “I can’t announce too much about it.
Because it’s going to be
announced [soon], where we’re
really trying to be more assertive
and bring back our alumni.”
(DeeDee)
Leaders need to know why
alumni re-engagement will be
helpful to growth the
organization’s reach.
X “That’s marketing, and we don’t
have the budget for that now.
National is putting out a huge
campaign [soon].” (Nick)
Additional Knowledge Findings
The interviews revealed additional findings. This study clearly showed that successful
matches need to have active participation and monthly check-ins with the parents and the
mentees. It was clear the organization has the knowledge that mentees should be re-engaged.
However, their focus is on the current mentoring relationship rather than the promotion of the
mentee after graduation.
Knowledge Influence: Mentoring 1to1 Needs Active Participation in Monthly Check-ins
To create a successful match, respondents shared that the parents, mentees, and mentors
must agree to active engagement and monitoring. The findings of this study specifically
suggested that the monitoring agents must ascertain the commitment level to create the match

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and must continue to monitor the commitment level throughout the match. This can be an
important criterion for creating a successful match, particularly for the parent and child. In this
study, all of the participants agreed that a mutual interest from both the parent and child is
essential for a successful match. For example, when asked about the requirements for mentees to
be in the program, Madison shared:
They have to want to be in the program. Their parents, they have to want to be in the
program. They both have to have consistent reliable access to a phone because that’s how
we maintain our child’s safety calls, as well as that’s how the volunteers schedule
outings.
On occasion, it is the parent who wants the child to have a mentor, but the child themselves is
uninterested. Carol said, “We want both the parent guardian and the young person to be
interested in having a mentor. Every once in a while, we have a situation where the parent is very
interested, and the child is not interested.”
It is also imperative the parent remains supportive of the match over time, including
agreeing to make the child available for the mentor, and for the meetings with the match monitor.
If the child is uninterested or unavailable for the meetings, it can impact the mentor’s feelings
and commitment to the mentorship. While the priority is on the well-being of the youth,
Mentoring 1to1 is also highly focused on the volunteer mentors. As Justin suggested, “the parent
can’t force their 12-year-old to be mentored because it just doesn’t work. The kid, you know,
hijacks the relationship and it wastes the mentor’s time.” Participants expressed three key pieces
to match success 51 times across all interviews, more than anything else: (a) the happiness of the
match, (b) commitment to the match, and (c) clear communication. The success and length of the
matches are related to the child’s desire to be helped and their parent guardian. As Martha

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expressed, “We don’t want the experience for the mentor to be frustrating or difficult because,
you know, we want the match to last as long as possible.”
When a successful match “ends,” it is the end of the organization’s involvement in the
match, not of the match itself. Rather, many matches result in a lifelong relationship that
envelopes each other’s families. As Peter mentioned about his mentee, “I became a mentor to my
mentee, and for me, it was really a life-changing relationship. It was a relationship I never would
have had without this organization. After 25 years, we’re still close. Our families are close.” See
Table 11 for the findings, with key quotes from some of the interviewees.
Table 11
Additional Knowledge Findings
Finding: Active participation is
required.
Quote
The parents need to be actively
engaged.
“They have to want to be in the program.”
(Madison)
The mentee needs to be actively
engaged.
“The parent can’t force their 12-year-old to
be mentored because it just doesn’t work.”
(Justin)

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Synthesis of Findings for Knowledge Influences
The results indicated that Mentoring 1to1 indeed comprehends the significance of this
advancement and possesses the procedural knowledge necessary for its implementation. Indeed,
the upcoming organizational change is meant to address these issues. However, the organization
is experiencing a shortage of resources to execute this effectively. When asked what the hardest
part of their job was, seven out of the 10 interviewees expressed the lack of resources,
specifically funding, as a major concern. Further, the same seven people expressed hope that the
national office would help provide some of the resources needed for the upcoming change.
The additional findings of this study show that both the parent and the mentee need to be
actively engaged in the match. Additionally, the parent, mentee, and mentor must participate in
the scheduling of the outing as well as be available to the organization for monthly check-ins. If
the elevation of an alumni mentee occurred, the promoted mentee would have firsthand
knowledge of this requirement, thereby making an informed commitment when signing up.
Findings for Social Capital
According to Bourdieu’s (1986) social capital theory, I expected this study to
demonstrate benefits evident for both the mentor and the mentee. As outlined in Chapter Two,
organizations focused on youth mentoring recognize the existence of social capital benefits for
both mentors and mentees in their relationships. This study focused on whether leaders
understood the social capital gains for mentors, and for the alumni mentees to become mentors.
Table 12 outlines the assumed social capital influences in relations to the findings in this study,
with corresponding evidence in the last column.
The findings of this study focused on mentor gains. Current mentors involved in an active
monitored match consistently share their delight with the match monitors. Amelia shared,

65
Time and again, we hear from the people who come through our programs as a mentor
that the children impact them, sometimes even more so than they feel that they’ve
impacted the children, where they just feel so blessed and lucky to have been matched.
Even though the mentor pool is waning, the current mentors are happy to be engaged and are
receiving the benefits of the relationship, and the social capital that comes with their
involvement. As Vered stated, “The quote that I hear most often is, I think I get more out of this
than my mentee.” This study did not validate the need for leaders to understand the social capital
gains for mentees to become mentors. Table 12 includes social capital findings related to
assumed influences.
Table 12
Social Capital Findings
Assumed social capital
influences from Table 3
Finding Evidence
Leaders need to understand the
social capital gains for
mentors.
X “The quote that I hear most often is,
I think I get more out of this than
my mentee.” (Vered)
Leaders need to understand the
social capital gains for mentees
to become mentors.
This study did not validate this
influence.

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Additional Social Capital Findings
The executive leaders in this study were eager to share their mentor’s feelings about the
matches they are involved with. Two sub findings resulted from this study. First, mentors are
happy with their matches. The second concept shared was that current mentors are committed to
their matches. While COVID–19 presented financial challenges to the organization, it also
highlighted the commitment the mentors had for their mentees. As Martha shared, “Coming out
of the pandemic, we saw the length of a match for longer. I think mentors understood how
important it was to stay connected to their young person and get them through that period.”
Nearly all (90%) of the interviewees confirmed that the length of their matches increased during
the pandemic.
DeeDee has first-hand knowledge of the intrinsic value of being a mentor from her own
experience. Further, her parent’s experience also influenced her life path. When asked what
motivated them to work with Mentoring 1to1, all 10 interviewees indicated they wanted to help
youth. For example, DeeDee said,
What attracted me was I’ve always had a passion to help others. I’ve been on boards and
always have a passion for helping young people and women who are struggling to be
successful. My mom was a mentor with this organization. And that just resonated with
me. Both my parents were educators and always gave back to young people.
When asked to describe the benefits of mentoring with their organization, all 10 of the
participants mentioned that mentors get more out of the relationship than mentees. Every
participant in this study was visibly excited to share the feelings of their chapter’s mentors.
However, when asked if they used this information in attracting new mentors, again, all 10
shared they had not.

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It has happened that mentors join for a reason such as to gain leadership skills. As
Madison shared, “sometimes it [becoming a mentor] is a resume builder.” However, it often
turns into something more for the mentors. As Justin said, “I think that catches a lot of mentors
by surprise. They’re like, wow, I’m getting way more out of this than I thought I would.”
It is imperative the mentee and their families see themselves in their mentors. While Nick’s
chapter is in an area that has a higher population of White people, she is aware of the need for
representation. Nick explained,
Because when somebody walks in the door of our office, I want them to see someone
who looks like them. I want them to hear their language. I want them to see art that
reflects their culture and their upbringing. We do that. Our office is not, like, super
flashy, but I think it’s pretty representative. And I think all of that adds to the match
quality.
However, as noted further in the organizational influences section, there is a gap in
understanding how to attract mentors who are men, especially men of color. However, to that
end, Peter acknowledged the need to change immediately. He said he asks himself, “How do we
amplify the voices, those that haven’t had the ability to impact change, especially Black, African
American, Latinx, Asian American, Indigenous, and LGBTQ+ people?” Table 13 includes
additional findings, including select representative quotes from participants.

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Table 13
Additional Social Capital Findings
Finding: mentor reports Quote
Mentors are happy with their matches. “They just feel so blessed and lucky to have
been matched.” (Amelia)
Mentors are committed to their
matches.
“I think mentors understood how important it
was to stay connected to their young
person and get them through that period.”
(Martha)
Synthesis of Findings for Social Capital
The study explored Bourdieu’s (1986) social capital theory, which aimed to uncover
reciprocal benefits within mentor-mentee relationships in youth-focused mentoring
organizations. Chapter Two underscored the acknowledged social capital gains for both mentors
and mentees. Thus, prompting the investigation into Mentoring 1to1 leaders’ comprehension of
the social capital gains for mentors. In addition, this study aimed to uncover if the executive
leaders understood the social capital gains for the alumni mentees transitioning into mentors. The
social capital gains are clear for mentors and mentees. However, this study did not validate if
leaders understand the social capital gains for mentees to become mentors.
Notably, additional findings revealed that executive leaders exhibited enthusiasm in
sharing mentors’ sentiments regarding their engagements, yielding two key findings. Firstly,
mentors expressed satisfaction with their matches. Secondly, they displayed unwavering
commitment to these relationships. Further, during the challenges of the COVID–19 pandemic,
commitment to the matches increased. Mentors recognized the significance of sustained
connections with their mentees, leading to prolonged matches. Impressively, nine of the 10

69
interviewees confirmed the prolonged duration of their matches during the pandemic,
illuminating the enduring dedication of mentors to their mentees’ well-being.
Findings for Assumed Motivation Influences
In the context of this study, the executive leaders of Mentoring 1to1’s chapters must have
a belief in their abilities to re-engage those they have served to serve others. However, this study
did not validate that assumption. Further, while each of the interviewees understood the value in
elevation of mentees to mentors, this study did not validate that concept as a method to further
the reach of the organization. Table 14 includes the illustration of this.
Of note, while the participants of this study were eager to discuss ways to improve
alumni re-engagement, the lack of resources came up 22 times within the 10 interviews. That
said, it is crucial for the chapter CEOs of this organization to possess confidence in their capacity
to attain their objectives of securing funding and attracting or retaining mentors. All participants
expressed their desire to engage with the alumni and indicated they knew how to engage with the
alumni. However, seven of the 10 of the interviewees indicated a lack of resources as the primary
issue for their chapter.
While all (10) of participants mentioned COVID–19 as an ongoing challenge, only six of
the 10 interviewees indicated COVID–19 was a primary reason for their continued lack of
resources.
As Amelia noted,
So, it’s not a lack of desire to do these things, it’s a lack of funding. I don’t have the staff
to be able to do it. My staff was at max before the pandemic. We had a staff of 25. We’re
down to a staff of seven. But we’re serving the same number of kids.

70
Although this study set out to ascertain the chapter’s understanding of the elevation of
mentees to mentors, the findings did not reveal a lack of understanding, rather there was a lack of
funding. In fact, eight of the 10 interviewees spoke of a forthcoming national change as the
solution to alumni re-engagement. At the time of our interviews, the exact protocol was
confidential but involved encouraging alumni to engage with the organization as a mentor or in a
financial or oversight capacity. The overwhelming motivational influence demonstrated through
the interview process was the desire for adults currently involved in the organization to help the
youth in their community.
Table 14
Motivation Findings
Assumed motivation influences
from Table 5
Finding Evidence
Self-efficacy: Executive leaders
need to believe they are
capable of re-engaging those
they have served to serve
others.
This study did not validate this
influence.
Expectancy value: The executive
leaders need to understand the
value in elevation of mentees
to mentors to further the
organization’s reach and to
create a more economically
sustainable organization.
This study did not validate this
influence.

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Additional Motivation Findings
This section reviews the additional motivation finding from this study. The participants
shared a strong eagerness to assist the community’s young population. In addition, volunteer
mentors exhibit the same drive to help the mentees. Throughout agent calls, mentors emphasized
the significance of establishing personal connections with their mentees. This section explores
the desire to help the youth through quotes from the participants.
Motivation Influence: There Is an Overwhelming Desire for Adults to Help Youth
The findings from this study showed there is an overwhelming desire to help the youth in
the community. During the monitoring agent calls, mentors articulated the importance of the inperson connection with their mentee. In addition, the interviewees and the mentors got involved
to support the youth in their community. The findings from this study further reinforced the
importance of the in-person connection between mentor and mentee. DeeDee described the
transformative value of the in-person connections as one of the best parts of her job. She said,
To see a child come in looking with their head down. No self-esteem, no goals, no
ambition. And through that support of a caring mentor to be able to look me in the eye
and have a conversation and be able to tell me who they are and who they want to be.
Meeting the mentor and interacting with them transforms the child, leading to the development
of confidence.
Mentoring 1to1 creates a match between a child in need and a volunteer mentor who
wants to help. The parent, the chapter, and the organization should fully support the match. The
desire to work in any capacity for this match comes from the heart. When asked what attracted
them to the organization, Nick said:

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Well, I think it’s easily summed up by the Frederick Douglass quote that says, ‘it’s easier
to build strong children than to repair broken men.’ Yeah. And so, I see that as across the
board men and women. So, it was a gender-specific quote, but I see this for girls, boys,
and non-binary kiddos. And you know, some people say, these are my kids and those are
your kids. I believe all the kids are our kids. So, yeah. And you know that there’s also
that saying it’s a village and I think the village is a lot bigger than we think.
Indeed, Nick is not alone in their belief in a connected community. DeeDee also expressed
her understanding of the connection. When asked to describe the relationships between the
mentor and mentees in her chapter, DeeDee shared,
I have never seen strangers come to care so much about a stranger and become so
attached and so connected and so caring to a child that was a stranger, you know,
yesterday.
The mentor/mentee relationship often becomes a lasting familial connection. Table 15 includes
an overview of additional motivation findings with representative quotes.
Table 15
Additional Motivation Findings
Finding: desire to help Quote
The mentor articulated the
importance of the in-person
connection with their mentee.
“To see a child come in looking with their head
down. No self-esteem, no goals, no ambition.
And through that support of a caring mentor to
be able to look me in the eye.” (DeeDee)
The participants and the mentors
get involved to support the youth
in their community.
“Some people say, these are my kids and those are
your kids. I believe all the kids are our kids.”
(Nick)

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Synthesis of Findings for Motivation Influences
This study did not validate the assumed motivation influences. Rather, I observed the
opposite. With seven of the 10 interviewees suggesting the lack of funding as the prohibitive
reason for having the capability to re-engage those they have served to serve others. Further, the
focus of the interviewees was on the expectation to spend to re-engage mentees. rather than
understanding the value in elevation to further the organization’s reach and to create a more
economically sustainable organization. That said, the additional findings suggest there is an
overwhelming desire to be of service by helping the youth in the community.
Participants mentioned gaining more through in-person connections 35 times. The
connections created through the shared experiences of the mentor and mentee have proven
valuable and long-lasting. The bonds created through mentor and mentee tell a story that
organizations can use to further encourage new mentors to engage, new mentees to join, and new
donors to provide funding. To further the understanding of the importance of the mentoring
relationship Bond suggested,
So, from a, you know, having a really strong story and impact of what mentoring truly
does, it’s going to come from the alumni. And so, if we do a better job of that, we’re
going to have a better story to tell to our funders, our sponsor, our donors, and, you know,
prospective families that want to get their youth in the program and for mentors wanting
to be volunteers.
This becomes a circular argument. One must understand the importance and elevate the
alumni; elevating the alumni to tell the story will garner more financial support, and attract new
youth, and new mentors. However, the missing piece is elevating the alumni mentees who
already know the importance of having a mentor and the meaning the matched relationship

74
offers. That said, all 10 of the interviewees stated their community mentors are at least in their
mid-to-late 20s. This suggests that young people who have recently graduated high school or
college are not volunteering with Mentoring 1to1. Regarding the mentees becoming mentors as
soon as they graduate from high school, Vered said, “I think they’re not quite ready right when
they graduate high school. And so, what I’d love for us to be able to do is follow up with them.”
Creating a plan to stay connected post-graduation would be an effective way to engage younger
mentors, and to track the continued progress of the alumni mentees. When asked about the
motivation of volunteers to become mentors, Bond said,
So, I would say the majority want to give back to the community or they’ve been a
mentee somewhere in their life or they’ve had a significant mentor and it’s, you know,
had an impact on their life and they want to share, you know, pay it back or pay it back
or, you know, give back.
Allowing the same benefit of service to those they have served will allow the mentees of
Mentoring 1to1 to grow into their community as leaders, rather than always the recipient of
service.
Findings for Assumed Organization Influences
The assumed organizational influences this study set out to understand were the
recruitment of alumni mentees for networking and mentee elevation, and the commitment of the
organization to this task. Table 16 includes the influences in relation to the findings of this study.
While all 10 participants understood the need for recruiting alumni mentees for networking and
elevation, this study did not validate whether the participants could be committed to the task.
This study revealed the Mentoring 1to1 chapters are not yet tracking alumni mentees in a
formal manner. While there is an upcoming organizational change, there is no promise of an

75
exact plan. That said, the organization purports that alumni re-engagement will be a featured
initiative. However, it is meant for both alumni mentees and mentors. Additional findings
revealed there is a lack of funding and a shortage across the nation of mentors who are men,
particularly men of color. Every participant (10) shared that, because of this disparity, they have
more boys than girls waiting for matches. Additionally, every participant (10) hoped the national
agency would help financially support the upcoming initiative.
All participants (10) shared there is no formal alumni network to engage for mentee
elevation. However, Vered noted she sees the value and tries to stay in touch with alumni. She
said, “I do try to keep in touch with quite a few alumni and I utilize alumni when I’m speaking at
different places and bring them with me because I think their testimonials are often the most
powerful.” But she expressed that as far as networking for re-engagement, it is an opportunity for
growth. In this study, eight of the 10 participants shared an upcoming organizational change.
That said, there is not currently a specific campaign for re-engaging alumni mentees for
elevation to mentors. The participants felt a formal alumni network would be beneficial.
Specifically, Amelia shared,
So, it’s not a lack of desire to do these things, it’s a lack of funding. I don’t have the staff
to be able to. My staff is at max … before the pandemic, we had a staff of 25 … we’re
down to a staff of seven. But we’re serving the same number of kids.
Indeed, the gap is in the organization and their accessible funds, rather than a gap in their
knowledge or motivation.
This study also sought to understand the commitment the chapters have to alumni reengagement. Madison shared the organizational challenges related to creating an alumni
network:

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We’ll do it as needed. We do marketing as needed. We have an intern that helps with our
marketing department … the national office provides marketing materials for us as well.
It’s just figuring out how we can fit them into our agency and be able to kind of utilize
them as well. So, we’re not reinventing the wheel every time, but it’s just that specific
departments of initiatives that we want to do and different things like that. All that falls
under the staff that are already kind of pulled in a lot of different directions. So, I think
that the biggest difficulty is finding quality staff. And then retaining quality staff and
also, like I said, no one’s in this job for the money. It’s because that you want to do it.
Table 16 includes select quotes that are representative of the organizational findings of this
study.
Table 16
Organizational Findings
Assumed organizational
influences from Table 6
Finding Evidence
The organization needs to recruit
alumni mentees for networking
and elevation.
X “All that falls under the staff that
are already kind of pulled in a lot
of different directions.” (Martha)
The organization needs to stay
committed to alumni reengagement.
This study did not validate this
influence.

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Additional Organizational Influences: Money and Male Mentors of Color Are Needed
When asked what the most difficult part of the job was, seven of the 10 interviewees only
named funding. However, Carol added that the decline of volunteerism, especially post-COVID19 was especially hard. The findings of this study showed that while the current staff and
mentors are dedicated to and fully engaged with the youth, there is still a portion of the youth
population that the organization is not serving. Specifically, nine of the 10 interviewees
mentioned they were looking for mentors who identify as men. To try to mitigate this, Vered
suggests going to the location where their target population enjoys their time. She said, “We
have a great partnership with a rock-climbing gym, and they let us set up a table in their gym
because that’s kind of our target demographic, their age group men.”
More difficult than finding men to mentor boys and young men, is finding men of color.
Fifty percent of the interviewees specified they are in search of volunteers who are men of color.
While chapters understand it is beneficial for the child to see themselves in their mentors, they
struggle to find representative mentors. When asked about race within mentors and mentees in
her chapter, Martha shared:
Parents share their desires for who they want to match when it comes to Black families or
maybe a Muslim family, the specific religions. We don’t always have that in the pool …
Some matches have been closed because they tried it … I really would like my son to
have a Black mentor… But when we can get a Black mentor for a Black mentee. It’s
wonderful. I haven’t seen any matches that have closed in the last year and a half when
race is matched up like that. So, it does play, it plays a part.
It is imperative for the youth to see themselves represented in their mentors. As Peter
posited, “how do we recruit and represent as an example and also create belonging.” He further

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suggested, “our risk is not making this pivot. We will slowly become irrelevant; we will slowly
shrink.” See Table 17 for an overview of additional organizational findings with supporting
quotes from participant interviews.
Table 17
Additional Organizational Findings
Finding: no alumni network Quote
There is a significant lack of
funding.
“So, it’s not a lack of desire to do these things,
it’s a lack of funding” (DeeDee).
More mentors who are men,
especially men of color, are
needed.
“We need nationally, not just locally, men, and
we need men of color” (Nick).
Synthesis of Findings for Organizational Influences
The lack of funding or resources showed up across seven of the 10 interviews.
Additionally, there were 23 occurrences where participants raised the issue of resource scarcity.

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Currently, there is no formal tracking of alumni, be it for mentors or mentees. Also, the chapters
have no funding in place to create their own alumni campaigns. However, they are looking
forward to an upcoming initiative aimed to help with alumni re-engagement. If there were an
actual plan in place to stay connected with alumni mentees, that same plan could create a selffeeding mentor pool by which organizations would need less funding to attract new mentors.
Most importantly, the organization should find a way to support the boys and young men with
representation. As Nick said, “We need nationally, not just locally, men and we need men of
color.”
Summary of Comprehensive Influence Findings
The following section is a summary of the knowledge, social capital, motivation, and
organizational influences. Each section offers a review of the influences. This study validated all
of the assumed knowledge influences. There was one additional knowledge finding from this
study. In this study, the findings only validated one of the two assumed social capital influences.
Further, there were two additional findings in social capital influences. This study did not
validate the assumed motivation influences. However, this study found an additional
motivational influence. This study only validated one of the two assumed organizational
influences. That said, there were two additional organizational influences found in this study.
Knowledge Influences
The results reveal that Mentoring 1to1 recognizes the importance of the elevation of
mentee to mentor and possesses the procedural knowledge required for its implementation. The
impending organizational change aims to address existing issues. When asked about the most
challenging aspect of their job, seven of the 10 interviewees cited a lack of resources,

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specifically funding, as a major concern. Furthermore, the same seven participants expressed
optimism that the national office would contribute resources needed for the upcoming change.
The key to creating a successful mentoring match, as revealed by the Mentoring 1to1
interviewees, lies in the agreement and commitment of parents, mentees, and mentors to actively
engage in the relationship. This commitment, particularly related to the parents and youth,
emerges as a crucial criterion. It is essential for the parent to remain supportive of the match over
time and to facilitate mentor-mentee interactions. The commitment and engagement of all
involved parties are central not only to the success of the match but also to the continued
dedication of the mentors themselves, emphasizing the significance of clear communication and
a shared sense of purpose.
Social Capital Theory
Gaining cultural capital can lead to upward social mobility. Initially, this study posited
that the benefits of this dynamic extended to both mentors and mentees. However, the findings of
this study centered primarily on the gains experienced by mentors. Mentors consistently
emphasized that they “think they get more out of the relationship than the mentees do.” This
sentiment was recurrent, with participants sharing mentors’ sentiments of gratitude and good
fortune for their participation in the program. This dominant observation suggests that promoting
a mentee to mentor would afford the mentee that added benefit.
The research unearthed two additional insights with regards to social capital. First,
mentors expressed profound satisfaction with their matches, often feeling the relationship
enriched them even more than they impacted the youth they mentored. Although mentors
experienced profound personal growth, the study revealed an oversight in utilizing this
information to attract new mentors. Second, the finding underscored the unwavering

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commitment of mentors to their matches. Their motivation stemmed from a deep-seated desire to
support youth, often rooted in their own individual experiences. This intrinsic drive was evident
in all participants, highlighting a shared dedication to making a positive impact on young people.
These two findings support the elevation of mentees to mentors leads to an increase in social
capital.
Motivation Influences
This study’s findings revealed a compelling and resounding desire among participants to
make a meaningful impact on their community by supporting its youth. The profound value of
in-person connections emerged as a recurring theme, with the mentor-mentee relationships
creating bonds that are valuable and enduring. These relationships serve as powerful narratives
that organizations can leverage to inspire new mentors to engage, encourage new mentees to
enroll, and solicit additional donations. It becomes a cyclical process where elevating alumni
voices enhances financial support, attracts fresh youth participants, and brings in new mentors.
However, an essential aspect that requires attention is nurturing alumni mentees, who have a
meaningful understanding of the significance of having a mentor and the profound meaning it
adds to their lives.
Interestingly, the data from this study also suggest an opportunity to engage graduating
mentees who have recently graduated from high school. Establishing a post-graduation
connection plan could serve as a promising approach to both involve them as younger mentors
and track the ongoing progress of alumni mentees. By allowing mentees to transition into
mentors, the program can empower them to grow into community leaders rather than only
remaining as perpetual recipients of service. Overall, the motivation of volunteers to become
mentors is deeply rooted in their desire to give back to the community, often inspired by their

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own experiences as mentees or the impact of significant mentors in their lives. Extending this
opportunity for service to those they have served not only enriches the lives of alumni mentees
but also fosters a sense of reciprocity and community leadership.
Organization Influences
The study aimed to understand how organizations recruit and engage alumni mentees but
found neither a formal alumni network nor a tracking system in place. The national office has
planned a general re-engagement, but there is no specific effort for alumni mentees so far.
Furthermore, there is a shortage of mentors who are men, resulting in a backlog of boys awaiting
a mentor. Despite a desire to create formal alumni networks, resource constraints, especially
staffing shortages, pose challenges. Funding remains the primary difficulty, with a decline in
volunteerism, particularly post-COVID–19, also noted as a significant issue.
This study found a resolute and fully engaged staff and mentor team, but there remains an
underserved portion of the youth population, particularly an overpopulation of boys and young
men on waiting lists. Further, representation emerged as a pivotal aspect, with mentors serving as
relatable role models for mentees. To establish enduring matches, it is essential to ensure that the
mentorship reflects the mentee’s cultural background and lived experiences. Ensuring
representation in mentors is crucial for the youth, as it helps to create a deeper sense of
belonging. This study underscores the risk of the program becoming irrelevant if the organization
does not pivot and address the identified disparities and ensure meaningful representation.

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Chapter Five: Recommendations, Implementation, and Evaluation
The aim of this research was to assess mentoring organizations’ ability to reconnect with
individuals they had previously assisted to further their mission. Employing the gap analytical
framework developed by Clark and Estes (2008), this study sought to investigate the levels of
KMO obstacles faced by executive leadership teams of Mentoring 1to1 when trying to re-engage
alumni. This study focused on the re-engagement of alumni mentees. To that end, the following
research questions guided the study:
1. What are the motivation, and organizational influences affecting the re-engagement
of alumni mentees?
2. What are the recommendations for increasing the knowledge, motivation, and
organizational processes to improve the re-engagement of alumni mentees?
While Chapter Four addressed the first research question, including the findings of this study,
this chapter focuses on the gaps uncovered by this study. In addition, this chapter explores the
second question, the recommendations for the organization.
Overview of Validated Gaps
In this study, I applied Clark and Estes’ (2008) gap analysis framework to investigate and
comprehend the disparities in KMO factors within the Mentoring 1to1 chapters concerning
mentee elevation. This study did not find evidence of a gap in knowledge. Rather, the gaps exist
in social capital, motivation, and in the organizational influences. This section discusses the gaps
in motivation, the existing gaps in organizational influences, and the gaps in understanding the
social capital of mentoring.

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Knowledge Gaps
The two types of knowledge explored through this study were procedural knowledge and
conceptual knowledge. Procedural knowledge pertains to the ability to effectively address
problems (Krathwohl, 2002), while conceptual knowledge involves understanding information
within the framework of organizational principles (Krathwohl, 2002). When asked if they reengaged their mentees to become mentors, all (10) of participants immediately saw the benefits.
This suggests that the conceptual knowledge exists. Additionally, while the procedural
knowledge exists, the organizational chapters do not have the funds to address the issue. That
said, the chapter executives were looking forward to a national campaign that was meant to help
with this initiative. As such, there are no knowledge gaps found in this study.
Motivational Gaps
Garringer et al. (2017) reported the motivation behind youth mentoring organizations is
to support mentees in various aspects of their lives, thereby helping them reach their full
potential. Executive leaders need to believe they can re-engage those they have served to serve
others. This study found a lack of self-efficacy, in the form of a lack of funding and resources as
previously reported (Garringer et al., 2017; Porzig, 2020). The national office of Mentoring 1to1
is planning to launch a new campaign. Further, this study found the expectancy value of reengaging mentees to become mentors to create a more economically sustainable organization
was not validated. Rather, seven of the 10 of the participants shared they were waiting for
guidance and funding from the national office to start the re-engagement process.
Organizational Gaps
The gaps found in this study are (a) the lack of funding, (b) a lack of mentors, (c) men of
color are needed to mentor youth of color, and (d) the lack of a formal alumni network. The first

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two challenges faced by youth mentoring organizations: (a) the recruitment of mentors and (b)
securing financial support are well documented (Fernandes-Alcantar, 2022; McQuillin &
McDaniel, 2016; Porzig, 2021). This study validated both challenges. In particular, this study
exposed the finding around the difficulty to recruit mentors who are men, specifically men of
color. The literature supports the findings of this study in that the mentee waiting lists are
overpopulated with boys and young men (Garringer et al., 2017; Porzig, 2020). Interestingly,
research indicates that alumni offer the most significant support of an institution they were once
part of (Malhotra et al., 2023). If the organization can stay committed to alumni re-engagement
through their new initiative, it can help create a mentor pool and a more economically
sustainable organization.
Social Capital Gaps
According to Bourdieu’s (1986) social capital theory, cultural capital serves as a pathway
to achieving upward social mobility. Leaders need understand the social capital gains for
mentees to become mentors. This elevation to mentor status is imperative to allow alumni
mentees to obtain all the social capital gains that mentors receive. Another gap found in this
study was the lack of a formal alumni network. The leaders of chapters interviewed did not have
a formal network for their alumni mentors, or their alumni mentees. Table 18 includes a list of
gaps found in this study. Missing the opportunity to re-engage mentee alumni creates a deficit in
their mentor pool. Both alumni mentors and mentees are aware of the benefits the organization
provides. Constantly looking for new mentors is a time-consuming and expensive proposition.
In an expansion of Bourdieu’s theory (1986), critical social capital theory argued that
when Black adults mentor Black youth, it initiates positive transformations within the
community (Ginwright, 2007). As Porzig (2021) reported, 65% of mentees are non-White.

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Therefore, re-engaging the men who are alumni mentees can alleviate the challenges of finding
men of color to mentor new mentees. Further, according to Bourdieu’s (1986) social capital
theory, the mentoring relationship and the subsequent elevation are necessary for true
advancement.
Table 18
Identified Gaps
Gaps in influence Associated RQ Explanation
Motivation RQ1 Executive leaders need to believe they are capable
of re-engaging those they have served to serve
others.
Motivation RQ1 The executive leaders need to understand the
value in elevation of mentees to mentors to
further the organization’s reach and to create a
more economically sustainable organization.
Organization RQ1 Money: There is a lack of funding available.
Organization RQ1 Mentors: There is a decline in mentor
engagement.
Organization RQ1 Mentors: Men, especially men of color are
needed.
Social capital RQ2 Re-engagement of alumni mentees.

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Recommendations for Implementation
To fill the organizational gaps, I suggest the following recommendations for Mentoring
1to1. First, organization should create a process to make the change available for all chapters.
For changes to result in success, individuals need to be appropriately prepared and provided with
support throughout the change process, enabling them to effectively embrace these changes.
Without successful adoption, the changes will not yield the desired results. The second
recommendation is to reconnect with alumni and create a network with planned events. Within
the newly established alumni network, the chapters should specifically reach out to alumni
mentees of color to help current mentees who are boys or young men of color. In the case of the
alumni moving to various locations, it would be best to share that information with their new
chapter. In that way, the shared information can lead to a more connected community, and to
new mentor pools for all the chapters. Third, to address the funding challenges, chapters should
solicit local corporations for sponsorships. In addition, organizations should tap alumni,
specifically celebrity alumni should be tapped for endorsements. See Table 19 for the associated
influence, findings, and recommendations.

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Table 19
Recommendations
Influence Finding Recommendation
Organization – Train organization in ADKAR
change model.
Organization There is no formal alumni
network.
Connect with alumni and create an
engaged network.
Organization More men are needed to support
the young men in the
community.
Specifically, encourage alumni
mentees who are men of color
to elevate to mentors.
Organization – Chapters should share their alumni
information with other
chapters.
Organization Funding is needed. Alumni celebrity endorsements
Recommendations for Practice
This section discusses the recommendations intended to help Mentoring 1to1 fill the gaps
found through this study. I discuss each recommendation in Table 19 fully, followed by a
summary section of all suggested actions. These recommendations are all intended to help
support change at the organizational level. If these changes are enacted, it can help to grow the
mentor pool and fulfill their mission of helping all youth in their community.
Recommendation 1: The Leadership Should Be Trained in ADKAR (2023)
Mentoring 1to1 is a youth mentoring organization that focuses on one-to-one mentoring
between a volunteer adult from the community and an at-risk youth. The mission is to create
matches that elevate the youth mentees by offering connections to the community, new
perspectives, and experiences for the youth. The vision of Mentoring 1to1 is to help all youth
achieve their full potential.

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To truly have the mentees reach their highest potential, they should be able to elevate to
mentors. Not only will this help the mentee elevate personally, but it will also be beneficial to the
organization. Further, Mentoring 1to1 can achieve the vision of helping all youth achieve more
by reaching more youth within the community. Another lasting benefit could be connectedness
within the community.
The elements of the learning process encompass two aspects: the learning dimension and
the cognitive dimension, as described by Krathwohl (2002). These dimensions highlight the
dynamic relationship between practical knowledge and the comprehension of how to apply that
knowledge. Nevertheless, readiness and receptiveness to the training constitute the paramount
factor in any training endeavor. The recommended process is Prosci’s (2023) ADKAR model.
Recommendation 2: Connect With Alumni and Create an Engaged Network
When youth mentoring organizations fail to fully empower their mentees, it compromises
the vision of helping youth to achieve their full potential. Failing to fully empower mentees can
further marginalize the mentored youth, and potentially undermine the intention of the mentoring
organization. The absence of upward mobility within youth mentoring organizations leads to a
deficiency in the progression from mentee to mentor. Albright and Hussain (2017) reported that
youth mentoring programs may in fact further marginalize the youth by leaving the power
structure in place rather than empowering the mentees upwards. According to Bourdieu’s (1986)
social capital theory, the mentoring relationship and the subsequent elevation are necessary for a
well-developed network to exist. Mentoring 1to1 can create the elevation process and network
easily.
Chapters monitor matches on a regular basis. Monitoring agents call the mentees, parents,
and mentors on a regular basis. The monitoring agents make the calls to conduct wellness checks

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on the mentee, as well as an opportunity to monitor the relationship. As the mentee gets closer to
graduation, the monitoring agents collect data regarding their plans for the future. Once the
mentees graduate from high school, the calls terminate. However, it does not need to. In fact, the
monitoring agents can just as easily collect future contact information from mentees. Monitoring
agents should collect mentees’ phone numbers, email addresses, and preferred mailing addresses.
The monitoring agents can use this information to create an alumni network and then the
organization can create networking opportunities with that alumni network.
The most important question that monitoring agents should ask in the last few monitoring
calls is if the mentee would like to progress to become a mentor. It is likely the mentee may not
be ready to mentor a young person at such a pivotal moment in their lives. However, suggesting
the idea to advance to mentor, and remaining in contact, coupled with engagement opportunities
should be enough to create a new mentor pool for the organization. During the last few
monitoring calls, match monitors can request contact information from the mentees.
Chapters celebrate their graduating mentees with a ceremonial party. The match monitors
can incentivize the continued contact by inviting previous graduates back as a type of
homecoming. In this way, previous graduates can stay connected to the agency and remember
that they are eligible to be a mentor. This would serve the agency, the graduated mentees, and the
graduating mentees. Most of all, it would build community around the agency and the mentees’
families.
Recommendation 3: Chapters Should Specifically Start With Alumni Mentees of Color to
Become Mentors
The mission of youth mentoring organizations is to mentor at-risk youth within the
community by engaging community volunteers. Starting with alumni mentees will reach a

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younger age bracket in the potential mentor pool. Based on the findings of this report, older
mentors are harder to place. As such, chapters should approach alumni mentees first as they will
certainly fill the need of younger mentors.
Being a recognized member of a group comes with numerous benefits, including a sense
of belonging and inclusion. Additionally, if elevated to mentor, mentees will feel a sense of
pride. Further, mentees are uniquely qualified to be mentors within the organization because of
their experiences as a mentee. The inclusion framework by Shore et al. (2011) in Figure 5
demonstrates how uniqueness and belonging work together. As seen in Figure 5, inclusion would
only occur as the chapter elevates mentees to mentor specifically because of their unique
qualification of once being a mentee.

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Figure 5
Inclusion Framework
Note. From “Inclusion and Diversity in Work Groups: A review and Model for Future Research”
by L. M. Shore, A. E. Randel, B.G. Chung, M. A. Dean, E. Holcombe, and G. Singh, 2011,
Journal of Management, 37(4), p. 1266. (https://doi.org/10.1177/0149206310385943).
According to the U.S. Census Bureau survey findings, the United States witnessed a 7-
percentage-point decline in formal volunteering rates between 2019 and 2021 (Melillo, 2023). If
the mentor pool increases, more at-risk youth could receive a mentor. Elevating alumni mentees
to become mentors will increase the mentor pool and allow youth mentoring organizations to
create deeper connections within the community (Zeldin et al., 2018).
As the organization creates an alumni network, they should begin with intentional
inclusion and elevate the alumni mentees of color to mentors. In the United States, 55% to 65%
of the at-risk youth are non-White (Fernandes-Alcantar, 2022; Porzig, 2021). Porzig (2021)
reported mentors within their organization are 68% White, while 65% of mentees are non-White.

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As such, a racial disparity exists between mentors and mentees. However, if the chapters first
encouraged alumni mentees who are men of color to mentor the boys and young men of color,
the chapters could minimize the disparity. Furthermore, elevation can create inclusion as defined
by Shore et al. (2011) thereby creating a sense of belonging to the organization, while also
creating a sense of pride in the unique experiences they bring to the mentor role.
Recommendation 4: Alumni Celebrity Endorsements
Engaging Mentoring 1to1 alumni who are a celebrity, or an influencer, can be a powerful
way to inspire and motivate new mentees. First, it is imperative to create a genuine connection
with the alumni influencers or celebrities, emphasizing their background and experiences within
Mentoring 1to1. If the celebrities or influencers do not reach out at first, chapters can reach out
to their professional representation, and make the case for their involvement, highlighting the
potential impact of their influence on the mission of the organization. Nonetheless, chapters must
thoroughly examine their endorsers’ and their social feeds. If the values of those endorsing
Mentoring 1to1 do not align with the organization, it can create the opposite of the desired effect
(Schartel Dunn & Nisbett, 2023).
Mentoring 1to1 should start the new alumni outreach with an advertising campaign to
invite alumni mentors and mentees to reconnect with their local chapter. Regardless of whether it
was their original chapter, or not, encouraging alumni mentees to reconnect will help re-engage
the alumni with the organization. Next, each chapter should follow up on the campaign with
local events to entice alumni to donate, volunteer, or mentor new mentees. As the alumni
network grows, every chapter will find that they have a percentage that has now become
celebrities.

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Once the organization is reintroduced to its alumni, it can offer a variety of engagement
options, such as guest speaking at events, media advertising, and advocating for the goals of the
organization. Most importantly, chapters should ensure that the celebrity or influencer
participation is convenient and aligned with their schedules. Alumni celebrities and influencers
can bring unique perspectives and enthusiasm to Mentoring 1to1, serving as role models and
driving a sense of aspiration among the younger members, benefiting both the organization and
its mission. Most importantly, alumni influencers and celebrities can encourage mentors and
donors to support the organization.
Recommendation 5: Chapters Should Share Their Alumni Information With Other
Chapters
As chapters re-engage with their alumni, it is likely they will find that many people have
moved. The news of their move should not deter the chapters from further inquiry. Rather, the
chapters should collect the new location and contact information, and then share it with their new
local chapter. As chapters share inter-agency information, they can contact more alumni to
reconnect, even if it is with a different chapter. The data gathered in the initial connection would
create a national alumni database.
If Mentoring 1to1 shares the database among different chapters of the organization, it
would offer three main advantages: (a) enhanced collaborations with other chapters, (b)
enhanced communication with alumni, and (c) data-driven alumni re-engagement. First, a shared
alumni database enables chapters to collaborate more effectively. By having access to a common
repository of alumni information, chapters can coordinate their efforts in targeting and engaging
customers with personalized messaging and offers. This not only optimizes re-engagement
campaigns but also prevents redundancy and wasted resources. Organizational chapters can learn

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from one another, sharing successful engagement strategies and alumni insights, which can lead
to improved overall performance and the growth of the organization.
Second, a shared database promotes a unified and consistent experience for the alumni,
regardless of which chapter they interact with. This consistency fosters trust and reliability, as
alumni and supporters can expect a seamless transition when interacting with different chapters.
This can significantly improve the mentor experience and increase their loyalty to the
organization.
Lastly, a shared alumni database allows the organization to gain a holistic view, leading
to data-driven decision-making. By aggregating data from different chapters, Mentoring 1to1 can
analyze trends, preferences, and demographics more comprehensively. This invaluable insight
can help guide strategic planning, resource allocation, and program development, helping each
chapter to make informed decisions that benefit all chapters. Additionally, it provides an
opportunity for cross-chapter collaborations, enabling them to jointly host events, share best
practices, and provide a richer and more diverse set of offerings to their mentors and mentees,
ultimately strengthening the entire organization’s mission and impact.
Summary of Proposed Recommendations
The recommendations for Mentoring 1to1 encompass a strategic approach to enhancing
the organization’s effectiveness and impact. The first recommendation suggests training the
leadership in the ADKAR (2023) model to facilitate organizational change and ensure a
consistent experience for mentees. The second recommendation focuses on creating an alumni
network and engaging graduating mentees to stay engaged. The third recommendation focuses
on elevating alumni mentees of color to mentors, aiming to reduce racial disparities within the
organization. The fourth recommendation proposes engaging celebrity alumni mentors, provided

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their values align with the organization’s mission. The fifth recommendation encourages sharing
alumni information among chapters, enhancing collaboration, communication, and data-driven
decision-making. Collectively, these strategies aim to strengthen the organization’s impact,
consistency, and inclusivity, benefiting both mentees and mentors.
Organizational Change Model for Implementation and Evaluation
Prosci’s (2023) ADKAR model is a recognized framework for managing change within
organizations. The acronym ADKAR stands for Awareness, Desire, Knowledge, Ability, and
Reinforcement, representing the five critical elements that individuals and teams must navigate
during the change process (Prosci, 2023). It begins with “Awareness,” where people need to
understand why change is necessary. “Desire” follows, emphasizing the importance of
cultivating a genuine motivation and willingness to embrace the proposed change. “Knowledge”
focuses on equipping individuals with the information and skills they need to succeed in the new
environment. “Ability” is about ensuring that people can effectively apply their knowledge in
practical situations. Finally, “Reinforcement” underscores the need for ongoing support and
reinforcement mechanisms to sustain the change over the long term. This last step also moves the
change to a steady state process. The ADKAR model provides a structured approach to change
management, helping organizations drive successful transformations by addressing the human
side of change. See Figure 6 for the Prosci (2023) change model.

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Figure 6
ADKAR Change Model
Note. From The Ultimate Guide to Prosci’s ADKAR Change Model by K. Miller, 2023,
Crowjack. (https://crowjack.com/blog/strategy/change-management-models/prosci-adkarmodel).
Per the ADKAR model (Prosci, 2023), the initial step in any change process is to make
those engaged aware that they need to change. After that, it is to understand the need for change
so much that they become champions of said change. Following this, the trainees can succeed in
gaining the knowledge of how to change. The ability to gain the skills and implement the

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required change comes next. Finally, the stakeholders can reinforce and sustain the change as it
moves into a steady state process (Prosci, 2023).
ADKAR and the Recommendations
Change activities are the practical steps and interventions that organizations implement to
drive change. During any change, it is imperative to understand who drives each phase, and what
they are doing to support each change. Figure 6 provides a visual representation.
Table 20
ADKAR Elements by Hiatt (2006)
Note. From ADKAR: A model for change in business, government, and our community by J. M.
Hiatt, 2006, Prosci Research.
ADKAR elements Who?
The most influential players
How?
The most influential
activities
Awareness of the need for
change
Primary sponsors (business
leaders), direct supervisors
Sponsorship (leadership),
communications,
coaching
Desire to support and
participate in the change
Primary sponsors, sponsor
coalition, direct supervisors
Sponsorship, coaching,
resistance management
Knowledge of how to change Project team, training team,
HR
Training, coaching
Ability to implement required
skills and behaviors
Direct supervisors, project
team, HR, training team
Coaching, training
Reinforcement to sustain the
change
Primary sponsors, direct
supervisors
Sponsorship, coaching

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Awareness activities inform employees about the need for change, fostering a clear
understanding of why it is necessary (Hiatt, 2006). The first phase of any transformation involves
recognizing the necessity for change. Any new process is akin to a new language. A shared
language will allow for a defined approach to the goal. To start with, the organization should first
train the leadership team in the Prosci (2023) ADKAR model. Once the organization trains the
leadership, they can become experts and champions of the new process. While the experts are
training the executive leadership of the national office, the organization can disseminate the
awareness of the need for the change throughout the chapter’s leaders simultaneously. Once the
leadership is fully trained, they can go to the next step of “Desire.”
Desire activities aim to cultivate a positive attitude towards the change, making it
appealing and motivating. During this phase, Mentoring 1to1 should engage the direct
supervisors of their respective chapters. In this way, they can create effective change leaders.
One way to encourage engagement is to solicit concerns and acknowledge the risks of change.
However, the most important way is to educate the supervisors on the risks associated with not
changing. Another way to encourage engagement is to align incentive programs to the change
(Hiatt, 2006). During this phase of the change cycle, Mentoring 1to1 executive leaders should
engage with alumni celebrities and influencers. As the change permeates through the chapters,
the alumni celebrities can help build excitement for alumni as well as staff.
Knowledge activities provide the necessary skills and information to all employees. Hiatt
(2006) suggested implementing training programs, providing coaching, and creating user forums
for help and feedback. When the staff has acquired the knowledge through training and fully
supports it formally and informally, they can be far more successful in their endeavors.
Additionally, it helps the staff believe in their ability to successfully implement the change. This

100
phase would start with re-engaging with alumni and creating an engaged network, followed by
specifically focusing on the alumni mentees of color so that they can become mentors of color.
In this phase, the chapters would also initiate information sharing with other chapters. Sharing
resources and ideas can help the entire organization grow.
The ability phase and activities focus on building the capacity to implement the change
effectively. During this phase, Mentoring 1to1 should provide daily guidance and support for the
change. Support can range from having subject matter experts on hand for questions during
deployment to working in groups. In any case, there should be day-to-day supervision and
performance monitoring (Hiatt, 2006).
Lastly, reinforcement activities sustain the change by continuously supporting and
reinforcing new behaviors and habits. Reinforcing should include an evaluation process by
which the managers can assess the change. This should occur throughout 1 year until it can
transition into a steady state behavior. The ADKAR model acts as a roadmap for designing and
executing change activities that address the specific needs of individuals within an organization,
enhancing the chances of a successful transition. For Mentoring 1to1, this phase will help the reengagement of alumni mentees to become a cyclical process. Table 21 includes the breakdown
of activity in accordance with the phases of ADKAR.

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Table 21
Implementing Recommendations with ADKAR
Awareness Desire Knowledge Ability Reinforcement
The leadership
should be
trained in
ADKAR
(2023).
Leadership
should make
Mentoring
1to1 more
appealing by
utilizing
alumni
celebrity
endorsements.
Connect
with
alumni
and create
an
engaged
network.
Chapters should
specifically start
with alumni
mentees of
color so that
they can
become mentors
of color.
Chapters should
share their
alumni
information
with other
chapters.
Reinforcement
includes
evaluation of
changed
behavior.
Recommendations for Future Research
Two findings emerged from this study that were unrelated to the research questions.
However, both warrant further consideration and study. The two findings are (a) the impact of
COVID–19, and (b) the waiting period for older mentors. First, nearly all (nine out of 10) of the
interviewees suggested that while COVID–19 did make it harder to find new mentors, their
existing match relationships lasted longer in large part because the matches found ways to stay
connected. This study found that the connected mentors understood the hardship and stayed
connected longer to help their mentees. Second, this study found that the age of mentors became
an inhibiting factor in creating matches. In fact, eight of the 10 interviewees acknowledged that
older mentors are more eager, more engaged, and more committed than younger mentors.
However, there was reticence from either the parent or the youth to stay engaged with an older
mentor.

102
Studying the effects of the COVID–19 shutdown on youth mentoring organizations is
essential. It will give Mentoring 1to1 the ability to learn from the challenges, adapt, and continue
to provide valuable support to young people. This research can lead to more effective and
resilient mentoring programs that better meet the needs of both mentors and mentees.
Engaging older mentors can be mutually beneficial, offering them an opportunity to give
back to the community and provide mentees with experienced, supportive role models who can
help guide them through the challenges of adolescence and early adulthood. Even with a 7%
drop in formal mentoring, Generation X (older mentors) engaged in formal mentoring at a rate of
27%, far surpassing any other age group (AmeriCorps, 2021). In addition, highlighting the
benefits of older mentors can aid the organization with their waning mentor pool. Further,
engaging older mentors strengthens communities and fosters growth in both mentors and
mentees. It is worth an in-depth study to understand why some are reticent, and what
organizations can do to change that. Indeed, older mentors seem to be an untapped mentor pool.
Conclusion
Youth mentoring organizations miss the opportunity to re-engage those they have served
to help others. Villanueva (2008) proposed that the foundation of philanthropy is rooted in
colonialism. This can result in a separation between marginalized and non-White mentees, and
White mentors, often perceived as saviors (Villanueva, 2008). The racial disparity reported in
youth mentoring agencies is 66% White mentors to 66% non-White mentees (Porzig, 2021).
Rather than fulfilling their mission of helping youth, this missed opportunity can potentially
marginalize the youth they serve even further.
Mentor recruitment is a major concern for all youth mentoring organizations (FernandesAlcantar, 2022; McQuillin & McDaniel, 2016; Porzig, 2021). Using Clark and Estes (2008) Gap

103
Analytical Framework, the goal of this project was to understand the knowledge, motivation, and
organizational challenges Mentoring 1to1 faces in re-engaging alumni mentees. This study noted
a drop in volunteerism, specifically in mentorship. In addition, I used Bourdieu’s (1986) social
capital theory to understand that the mentoring relationship and the subsequent elevation are
necessary for a well-developed network to exist. If alumni mentees of color who are men were
among the initial individuals encouraged to mentor boys and young men of color, it could help
reduce disparities. Additionally, following Shore et al.’s (2011) definition of inclusion, such
elevation can foster a sense of belonging to the organization and pride in the distinctive
experiences they contribute to the mentorship role.
There is a notable gap in the literature concerning the transition of youth mentees into
mentors in youth mentoring organizations. Elevating mentees to become mentors can create a
new mentor pool for the agency. Further, it can help with the racial disparities that exist within
the current mentor pool. Empowering mentees to become mentors can lead to deeper community
connections and increased engagement. Certainly, Mentoring 1to1 can address a drop in
mentorship combined with a waning mentor pool by creating a new mentor pool filled with
alumni mentees who intrinsically understand the value of a mentor. Last, elevating the mentees
to mentors can instill a pride of association with the organization for the youth that organizations
often see in the mentors.
This study included a document analysis combined with semi-structured interviews with
10 executives from Mentoring 1to1 chapters across the United States. I recorded and transcribed
the interviews. The interviews were completely anonymized and then coded for emergent
themes. The findings that emerged were (a) Mentoring 1to1 needs to see active participation in
monthly check-ins, (b) there is an overwhelming desire for adults to help youth, (c) there is no

104
formal alumni network, (d) more men of color are needed to support the youth of color, and (e)
mentors report they are happy with their matches. In fact, overwhelmingly the consensus is that
the mentors are so happy they feel like they get more out of the match than the mentees get.
Using the gap analytical framework by Clark and Estes (2008), the study examined the
knowledge, motivation, and organizational obstacles faced by the executive leadership of
Mentoring 1to1 when trying to re-engage alumni, with a specific focus on alumni mentees. The
study revealed gaps in motivation, organizational, and social capital factors. The first motivation
gap found was the lack of leaders’ belief that they can re-engage those they have served to serve
others. The next motivation gap found was that leaders need to understand the value in elevation
of mentee to mentor to further the organization’s reach and to create a more economically
sustainable organization. The organizational factors were primarily issues related to funding,
mentor recruitment, and the absence of a formal alumni network. More precisely, there are
challenges with attracting male mentors, particularly men of color to be mentors. The study also
found the impact of COVID–19 on mentoring and the potential for engaging older mentors. I
suggest scholars conduct further research into these areas to enhance mentoring programs and
reach untapped mentor resources.
The proposed recommendations to address these gaps, include (a) training leadership in
ADKAR (2023) change management to reconnect with alumni, (b) creating an engaged alumni
network, (c) prioritizing alumni mentees of color to become mentors, (d) sharing alumni
information among chapters to create a shared national database, and (e) engaging alumni
celebrities. These recommendations are intended to strengthen the organization’s impact,
consistency, and inclusivity, benefiting the organization, the mentors, and the mentees. As Alvin

105
Ailey, a posthumous recipient of the Presidential Medal of Freedom, is credited with saying, “To
be who you are and become what you are capable of is the only goal worth living.”

106
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Appendix A: Interview Protocol
This appendix includes a copy of the interview protocol used in interviews for this study.
It includes an overview of the research questions and respondent type, as well as the script I used
during interviews. Individual interview questions are included in Table A1.
Research Questions
The following research questions (RQs) guided the study:
1. What are the knowledge, motivation, and organizational influences affecting the reengagement of alumni mentees?
2. What are the recommendations for increasing the knowledge, motivation, and
organizational processes to improve the re-engagement of alumni mentees?
Respondent Type
The respondent type for this study was leaders engaged in alumni outreach. I interviewed
executive leaders of youth mentoring organizations that currently engage in alumni networking.
Introduction to the Interview
Hello, my name is Mollie Singh. Thank you for agreeing to this interview. I am a
doctoral candidate at the University of Southern California. I am conducting a study on the
alumni engagement at youth mentoring organizations. I am hoping to learn more about the
current re-engagement process and elevation of mentees to mentors.
This interview is completely confidential. No one from Mentoring 1to1 will have access
to this interview, nor any of the notes that come from it. In addition, your interview will be
anonymous. Before we start, do you have any questions about this study? Do I have your
permission to record this interview? I’d like to review it later for analysis.

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Table A1
Interview Protocol
Interview questions Potential probes RQ Key concept
addressed
Background questions
1. At what age do
mentees “graduate”
your program?
1 Procedural
2. What is the minimum
age for a mentor?
2 Procedural
3. Can you tell me
about how you
started at this
organization?
1. Describe what drew you to
this organization.
2. Describe the best part of
your job.
3. Describe your biggest
challenges.
Procedural
4. Describe your
background with
being a mentee?
1. Were you ever mentored?
2. Was it at this organization?
3. Did that impact you? If so,
how?
Procedural
Interview questions
1. Please describe your
social media policy.
Do you think it helps or hinders
the relationship between the
mentor and mentee?
Procedural
2. What is the criterion
for accepting
mentees?
1. What is the criterion for
accepting mentors?
2. Can you tell me about your
waiting lists—mentors and
mentees?
Procedural
3. How would you
describe your alumni
network?
Are there organized functions? 1 Expectancy value
4. Can you describe
mentee/mentor
relationships in your
chapter?
1. What is the average length
of a mentoring relationship
in your location?
2. Do your mentors sign up
again?
3. Do your mentees express
interest in becoming a
mentor?
4. Tell me more.
2 Conceptual

118
Interview questions Potential probes RQ Key concept
addressed
5. How would you
describe your alumni
mentee engagement?
1. Do you find they are
connected to their mentor or
your organization?
2. How do they engage with
the organization?
3. How do they engage with
each other?
2 Conceptual
6. Tell me about your
alumni outreach.
1. What were your initial
thoughts on the initiative?
2. When did your chapter start
reaching out to the alumni?
3. Are people responding?
4. Which methods are you
using?
5. Are you planning on any
other methods?
1 Expectancy
7. How would you
describe the benefits
of mentoring with
your organizations?
How do you capitalize on this
information?
2 Social capital
8. How do you engage
mentors?
1. How do you solicit
mentors?
2. What was their earlier
mentoring experience?
2 Procedural
9. How would you
describe how your
mentors feel about
their matches?
1. Do they feel connected to
their mentee?
2. How do you know this?
3. Tell me more.
2 Social capital
10. How would you
describe how your
mentees feel about
their matches?
1. Do they feel connected to
their mentee?
2. How do you know this?
3. Tell me more.
2 Social capital
11. Tell me about race in
your chapter.
1. Does it affect the
mentee/mentor
relationships?
2. Does it play a role in how
and who you match up?
2 Conceptual
12. How would you
describe the
demographics of
your mentors?
How does the differing
demographics affect the
relationship that is built?
2 Social capital

119
Interview questions Potential probes RQ Key concept
addressed
13. How would you
describe the
demographics of
your mentees?
Describe the connection to the
mentor and chosen
activities.
1 Social capital
14. How would you
describe the
motivation of the
mentors to engage?
1. How do you know this?
2. Tell me more.
1 Social capital
Conclusion to the Interview
Thank you so much for your time today. It was enlightening to get your perspective on
alumni engagement and elevation. If I have any follow up questions, will it be ok if I reach out to
you?

120
Appendix B: Document Analysis
Type Knowledge Motivation Organizational
BBBS Annual Report:
Examining Youth
Mentoring Services
Across America
X
Examining youth
mentoring services
across America:
Findings from the
2016 National
Mentoring Program
Survey
X
Vulnerable Youth:
Federal Mentoring
Programs and Issues
X

121
Appendix C: Recruitment Letter
Dear [Participant Name],
You are invited to participate in a study for my dissertation. I am conducting research on
mentoring organizations providing a path for mentees to become mentors, as the potential for
that opportunity to elevate the mentee. I am inviting you to participate in this interview because I
understand that you meet the criteria: a. You are the CEO of a chapter of a BBBS, b. Your
chapter is either considering or has decided on alumni outreach, and c. You are a decision maker
in either initiating or in implementing a process toward this goal.
Participation is strictly voluntary, and you may refuse to participate at any time. There is
no compensation for participating, nor is there any known risk. Additionally, there is no cost to
you for participating in this study. To ensure all information will remain confidential, I will
replace your name with a pseudonym. I will notify you of your pseudonym at the beginning of
the interview process.
In this process, I am approaching our interview as a researcher and consider you a cocreator of the data alongside me. I am here to learn from you and will not be subjecting the
experiences you share with me to a critique. I may utilize quotes from our interview to
emphasize a point regarding your experience but will not link them to your name or identity in
any way.
I expect the interview to take approximately 45–75 minutes to complete. I will conduct
all interviews using Zoom video conferencing technology. The information you share with me
during the interview will provide useful data regarding your chapter of the BBBS organization
specific to alumni mentee elevation within your chapter, and the processes you have created and
are implementing. If you would like a summary copy of this study, please let me know at any

122
point during the interview process and I will ensure you receive a copy at the completion of my
study. I will destroy the data obtained from our interviews after the study is complete.
If you are ready to move forward as a participant in this study, please reply to me at
mauliksi@usc.edu. If at any point you have questions or a critique of how I am conducting this
study, I encourage you to please contact Dr. Patricia Tobey, University of Southern California
Professor and Dissertation Committee Chair, at tobey@usc.edu.
With kindest regards,
Mollie Singh | mauliksi@usc.edu
Doctoral Candidate

123
Appendix D: Study Information Sheet
INFORMATION SHEET FOR EXEMPT RESEARCH
STUDY TITLE: Elevating Mentees Leads to Organizational Success
PRINCIPAL INVESTIGATOR: Mollie Singh (Legal Name: Maulik Singh)
FACULTY ADVISOR: Patricia Tobey, PhD
You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. Please ask questions about anything that is unclear to you.
PURPOSE
The purpose of this study is to use the gap analytical framework to investigate how mentoring
organizations can elevate the youth they have served to return to the organization as mentors,
thus increasing their social capital. When mentees are empowered to become mentors within the
same organization that served them, it can foster additional connectedness to the organization
and the local community (Calvert et al., 2013).
PARTICIPANT INVOLVEMENT
If you decide to take part, you will be asked to participate in a 45–75-minute recorded video
interview via Zoom. Fathom, a third-party transcription service, will be used to transcribe the
data collected during the interview. If you prefer Fathom is not used to transcribe your data, you
can decline and still continue with your participation. In that case, I will transcribe your data
manually.
PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be compensated for your participation.
CONFIDENTIALITY
The members of the research team and the University of Southern California Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.
You will receive a pseudonym at the beginning of the interview process and no identifying
information will be saved with the interview transcripts.
Only the Principal Investigator will have access to the full recording and transcripts. The
recorded interviews will be saved in a password-protected Zoom account, and interview
transcripts will be saved in a password-protected computer and a password-protected cloud
server. The data will be destroyed at the completion of the study.
If you consent to the use of Fathom for the transcription of your interview, Fathom will have
third-party access during the transcription process.

124
You have the right to review your interview recording and transcripts at any time.
When the results of the research are published or discussed in conferences, no identifiable
information will be used.
INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact the Principal Investigator, Mollie
Singh, at mauliksi@usc.edu, or the Faculty Advisor, Patricia Tobey, PhD, at tobey@usc.edu.
IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.

Abstract (if available)

Abstract Youth mentoring organizations miss the opportunity to re-engage the people they serve to help others within their organization. As such, they may perpetuate the marginalization of the youth served. Through the Clark and Estes (2008) gap analytical framework, this study sought to understand the gaps in knowledge, motivation, and organizational influences affecting the re-engagement of alumni mentees. Further, using the lens of Bourdieu’s (1986) social capital theory, this study first sought to investigate if the organization understood the personal gains of mentors in the relationship. Second, this study sought to understand if executive leaders understand the social capital gains for a mentee to advance to a mentor. This study employed semi-structured qualitative interviews, supplemented by a document analysis for triangulation of collected data. The validated gaps from this study were in motivation, organizational influences, and social capital understanding. The key findings from this study were in knowledge, motivation, and organizational influences, as well as in social capital. Most notably the participants indicated the social capital finding of mentors feeling like they receive more out of the match than the mentees. Certainly, if the organization encouraged alumni mentees to elevate to mentees, they too could receive this social capital gain. Further, encouraging alumni mentees could help the organization sustain itself with a cyclical mentor pool.

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Asset Metadata

Creator Singh, Maulik (Mollie) (author)

Core Title Elevating mentees leads to organizational success

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2024-05

Publication Date 03/07/2024

Defense Date 12/07/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag ADKAR,alumni mentee,alumni mentor,gap analysis,KMO,mentee elevation,OAI-PMH Harvest,organizational change,social capital,social change,youth mentoring

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Tobey, Patricia (committee chair), Maddox, Anthony (committee member), Riddick, Christopher (committee member)

Creator Email mauliksi@usc.edu,molliesingh@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113848712

Unique identifier UC113848712

Identifier etd-SinghMauli-12687.pdf (filename)

Legacy Identifier etd-SinghMauli-12687

Document Type Dissertation

Format theses (aat)

Rights Singh, Maulik (Mollie)

Internet Media Type application/pdf

Type texts

Source 20240311-usctheses-batch-1128 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu