It takes a village to break up a match: a systemic analysis of formal youth mentoring relationship endings

BACKGROUND Although early closure of formal youth mentoring relationships has recently begun to receive some attention, more information about factors that contribute to premature endings, and how those factors interact, is needed so that empirically-based program practices can be developed and disseminated to prevent such endings and to ensure that youth reap the benefits mentoring can provide. OBJECTIVE This qualitative interview study applies a systemic model of youth mentoring relationships (Keller in J Prim Prev 26:169–188, 2005a) to the study of mentoring relationship endings in community-based mentoring matches to understand why these matches ended. METHOD Mentors, parents/guardians and program staff associated with 36 mentoring matches that had ended were interviewed about their experiences of these relationships and their understanding of why they had ended. Thematic analysis of the interview transcripts and mentoring program case notes for each match followed by systemic modeling of the relationships yielded three major findings. RESULTS A strong mentor–youth relationship is necessary but not sufficient for match longevity. The mentor–youth relationship, even when relatively strong, is unlikely to withstand disruptions in other relationships in the system. Agency contextual factors, such as program practices and policies and staffing patterns, have a critical role to play in sustaining mentoring matches, as they directly influence all of the relationships in the mentoring system. CONCLUSION These findings highlight the importance of considering not just the mentoring dyad but also the parent/guardian and program context when trying to prevent match closures. They also point to several program practices that may support longer mentoring relationships.Accepted manuscrip

Implementing the Dream: Lessons from the Houston Community College

With a commitment to affordable, open access education, community colleges provide a key access point to higher education, especially for low-income students and students of color. Using a qualitative approach, this report analyzes the experiences of six Houston area community colleges that are participating in Achieving the Dream, a national initiative designed to use data-driven decision-making to promote student success

An Extended Culture System that Supports Human Primordial Germ Cell-like Cell Survival and Initiation of DNA Methylation Erasure.

The development of an in vitro system in which human primordial germ cell-like cells (hPGCLCs) are generated from human pluripotent stem cells (hPSCs) has been invaluable to further our understanding of human primordial germ cell (hPGC) specification. However, the means to evaluate the next fundamental steps in germ cell development have not been well established. In this study we describe a two dimensional extended culture system that promotes proliferation of specified hPGCLCs, without reversion to a pluripotent state. We demonstrate that hPGCLCs in extended culture undergo partial epigenetic reprogramming, mirroring events described in hPGCs in vivo, including a genome-wide reduction in DNA methylation and maintenance of depleted H3K9me2. This extended culture system provides a new approach for expanding the number of hPGCLCs for downstream technologies, including transplantation, molecular screening, or possibly the differentiation of hPGCLCs into gametes by in vitro gametogenesis

Facilitation College Success Among Emerging Hispanic Serving Institutions: Multiple Perspectives Yield Commonly Shared Diversity Goals

Utilizing a qualitative approach, this research brief analyzes multiple perspectives on factors related to Latino student success. The central findings of this brief suggest that, while multiple perspectives exist, there are common areas of consensus relative to promoting cultural competency and fostering Latino student success

Bridging the Data Divide: Understanding State Agency and University Research Partnerships within SLDS

This report examines this question through an analysis of state agency-university researcher partnerships that exist in State Longitudinal Data Systems (SLDS). Building state agency-university researcher partnerships is an important value of SLDS. To examine state agency-university researcher partnerships within SLDS, our analysis is guided by the following set of questions based on 71 interviews conducted with individuals most directly involved with SLDS efforts in Virginia, Maryland, Texas and Washington. The findings from this analysis suggest that each state’s SLDS organization and governance structure includes university partners in differing ways. In general, stronger partnership efforts are driven by legislative action or executive-level leadership. Regardless of structure, the operation of these partnerships is shaped by the agency’s previous experience and cultural norms surrounding the value and inclusion of university researchers

Bridging the Data Divide: Understanding State Agency and University Research Partnerships within SLDS

This report examines this question through an analysis of state agency-university researcher partnerships that exist in State Longitudinal Data Systems (SLDS). Building state agency-university researcher partnerships is an important value of SLDS. To examine state agency-university researcher partnerships within SLDS, our analysis is guided by the following set of questions based on 71 interviews conducted with individuals most directly involved with SLDS efforts in Virginia, Maryland, Texas and Washington. The findings from this analysis suggest that each state’s SLDS organization and governance structure includes university partners in differing ways. In general, stronger partnership efforts are driven by legislative action or executive-level leadership. Regardless of structure, the operation of these partnerships is shaped by the agency’s previous experience and cultural norms surrounding the value and inclusion of university researchers

The misuse of colour in science communication

The accurate representation of data is essential in science communication. However, colour maps that visually distort data through uneven colour gradients or are unreadable to those with colour-vision deficiency remain prevalent in science. These include, but are not limited to, rainbow-like and red–green colour maps. Here, we present a simple guide for the scientific use of colour. We show how scientifically derived colour maps report true data variations, reduce complexity, and are accessible for people with colour-vision deficiencies. We highlight ways for the scientific community to identify and prevent the misuse of colour in science, and call for a proactive step away from colour misuse among the community, publishers, and the press

Some Observations on the Germicidal Efficiencies of Alkalies

A technique is described for measuring the relative germicidal efficiencies of strong alakalies. For a given alkali, the germicidal efficiency increases with decreasing H +ion concentration, but the H +ion concentration is not suitable as an index of the germicidal powers of different alkalies. The addition of various salts to sodium hydroxide increased the germicidal effects of the alkali

First-generation Student Success: A Landscape Analysis of Programs and Services at Four-year Institutions

Across higher education, engaged communities of university leaders, practitioners, scholars and students are working tirelessly to craft approaches that unlock the vast potential of first-generation students. First-generation students make up a third of all college students, but only 27 percent will attain their degrees within four years—markedly lagging behind their continuing generation peers. While research suggests that certain intentional practices can improve first-generation college success, there is a need for greater clarity around existing approaches and impediments if institutions are to scale effective, data-informed solutions. The report, First-generation Student Success: A Landscape Analysis of Programs and Services at Four-year Institutions, lead by the Center for First-generation Student Success, details how institutions are serving first-generation students, the challenges institutions encounter in providing support, and how first-generation students perceive their institutional experience