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The mentoring paradox: when relationships reinforce educational inequality

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  • Raghunath, Nilanjan
  • Chua, Vincent

Abstract

Mentors are important non-parental figures in the lives of young people, often influencing educational outcomes such as university attendance and attainment. However, the impact of mentoring is shaped by broader relational and material contexts. This study examines different types of mentors such as relatives (non-parental), friends, teachers, and others and their interplay with family socioeconomic status (SES) among Gen Z youth aged 18–25 in Singapore (n = 474). Participants lived in 1–3 room public housing (HDB) flats, providing variation in household resources even at the lower end of the housing spectrum. We explore whether mentoring offsets disadvantages associated with lower family SES or amplifies advantages for youth from better-resourced households. Our findings indicate both patterns: mentoring mitigates educational disadvantage for lower SES youth while reinforcing existing advantages for higher SES youth. Notably, teachers are especially effective mentors for higher SES youth, whereas relatives are beneficial for lower SES youth (albeit less strongly). Overall, the results suggest a case of stratified mentoring: different types of mentors support different outcomes for different socioeconomic groups.

Suggested Citation

  • Raghunath, Nilanjan & Chua, Vincent, 2026. "The mentoring paradox: when relationships reinforce educational inequality," Children and Youth Services Review, Elsevier, vol. 183(C).
    • Handle: RePEc:eee:cysrev:v:183:y:2026:i:c:s0190740926001027
    DOI: 10.1016/j.childyouth.2026.108849
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