The development and evaluation of a peer mentoring program for Chinese immigrant adolescents' cultural adjustment is described. Twenty-three high school students who recently immigrated from Mainland China participated in the year-long program and 4 high school students served as their peer mentors. Data analyses revealed that the students who participated in the mentoring program had significantly higher peer attachment-trust and need for closeness scores at post-test than at pre-test. Implications for working with adolescent immigrants are discussed.
|Original language||English (US)|
|Number of pages||15|
|State||Published - Dec 1 2007|
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Social Sciences (miscellaneous)