of identity. Phinney (1989; 1990; 1992) described three phases of ethnic identity

development: unexamined, exploration, and achievement. This differs from other

theories because it has been applied to many ethnic groups. The unexamined phase is

typified by the irrelevance of one's membership in an ethnic group to their self-concept.

The exploration phase is a period of increased participation in cultural activities,

increased interest in the history of their ethnic group, and increasing relevance to

personal identity. The achieved phase includes both a positive connection to one's group

and continued participation in cultural activities and behaviors (Phinney, 1992). This

study focuses on the level of overall ethnic identity achievement.

Mentoring Theories

 The two main theories that have been used to define and understand mentoring

are attachment theory (Bowlby, 1969; Ainsworth, 1989) and social learning theory

(Bandura, 1977). The definition of a mentor includes aspects of both theories. Neither

one independently allows for full understanding of mentoring. In combination, the

definition of a mentoring relationship becomes clearer and the mechanisms of any

benefits these relationships may provide to adolescents are better understood.

 Ainsworth (1989) extended attachment theory beyond parent-child relationships

to friendships, pair bonds and other affectional bonds. Mentor-mentee relationships

include an affectional component (Rhodes, Ebert, & Fischer, 1992). These relationships

provide unique support that is not necessarily available within peer or parental

relationships (Beam, Chen, & Greenberger, 2002). There are several ways in which this

type of relationship may positively influence adolescents. It is possible that attachment

relationships with key non-parental adults, simply provide more social support (Rhodes,

Ebert, & Fischer, 1992; Scales & Gibbons, 1996). These relationships also may serve a