Igniting Potential: Mentorship's Role in Equity & Economic Mobility

IGNITING POTENTIAL: MENTORSHIP’S ROLE IN EQUITY & ECONOMIC MOBILITY

TABLE OF CONTENTS 3

LETTER FROM OUR CEO

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INTRODUCTION

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BENEFITS OF MENTORING

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INCREASED ACCESS TO LONGTERM SUPPORT

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POLICY RECOMMENDATIONS CONCLUSION

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LETTER FROM OUR CHIEF EXECUTIVE OFFICER Dear Reader, Big Brothers Big Sisters of New York City (BBBS of NYC) was founded on the belief that relationships have the power to ignite potential and play an integral role for youth in realizing their biggest possible futures. While the organization has evolved over time, adapting and innovating to meeting the changing needs of youth across the 5 boroughs, we remain firmly rooted in our conviction that connecting the current generation to the next is integral in creating a New York City where every young person can achieve their full potential.

As a lifelong New Yorker, it never ceases to amaze me how common it is for people from diverse backgrounds to come into contact with one another but also how our proximity to one another does not translate into genuine connectedness. This lack of meaningful, real engagement allows divides to deepen and inequitable systems to perpetuate the same cycles that privilege few and squander the potential of many. We have long built a narrative that if you “can make it here, you can make it anywhere” but the reality is that systems have an even greater impact on economic mobility than individual choices. We can change the current state by creating different pathways for young people in New York City.

Policies and practices led us to this place and significant changes to these systems, policies, and practices will result in our City arriving to a better, more equitable place. In my more than 20 years in the youth and workforce development space, I can confidently assert that what is missing from current systems is the scaling of human connection as a core component of our pressing economic recovery and long-standing efforts to make NYC more equitable for all.

Centering youth mentoring programs makes sense. You will find this idea embedded throughout this paper and threaded throughout each policy recommendation. Young people recognize the value of connection and the vast majority of adults can point to the difference a mentor made in their life. Bridging these two ideas with the backing of city policies and the business community is an innovative approach to building our next generation of leaders. It creates a space and place for every sector to participate and every young person to tap into their talents. By realizing the vision of a Mentor for All, we will make our City stronger, more connected and more prosperous.

As we navigate the path forward, we must remember that we are building a world that our youth will inherit. Let us engage our youth, recognizing and honoring their limitless potential as NYC’s most valuable asset by committing for every sector, a mentor.

In partnership,

Alicia D. Guevara Chief Executive Officer

INTRODUCTION

NEW YORK CITY

is home to over 1.7 Million young people1 striving to carve out a path for themselves. Growing up in the five boroughs should bring tremendous opportunity for all but New York City continues to have both the largest and one of the most segregated school systems in the nation2 resulting in squandered potential, the perpetuation of systemic inequities and an environment where your zip code directly correlates with economic mobility3.

These baseline realities are presently compounded by the COVID-19 pandemic, bringing further clarity to the depth and breadth of barriers faced by low-income young people, particularly those who identify as people of color. Contending with learning loss4 and the immediate adverse mental health impacts of isolation5, youth are set to experience significant delays in social-emotional development and academic progress largely influenced by their racial and socio-economic backgrounds.

Older youth, i.e., those preparing for high school graduation, college enrollment or their first postsecondary employment opportunity, are especially impacted by the economic downturn of this moment. Using the Great Recession as a case study, we know that recession era graduates earn less over the course of their career6 and experience alarming long-term health impacts, including a “higher incidence of unhealthy behaviors and higher middle age death rates”. 7 With all of this being true of young adults who did not experience the significant academic disruptions and trauma of living through a global pandemic, we must take proactive, intentional steps to ensure that our next generations of leaders do not become a lost generation lagging behind.

The history of access to employment in New York City and our country is characterized by the systemic exclusion of people of color.8 As documented by the Center for American Progress, the median wage in the United States in August 2019 was $18.58 per hour but the average wage in service, domestic and agricultural occupations, where Black, Latinx and Asian Americans are overrepresented, was just $12.57 per hour.9 At a recent White House briefing, Domestic Policy Advisor Susan Rice noted, “the U.S. economy has lost a staggering $16 trillion over the last 20 years because of discrimination against families of color” and she continued to state, “if we closed racial gaps in income and opportunity, these same economists have estimated we could add $5 trillion to the U.S. economy over the next five years and add over 6 million new jobs for all Americans”10.

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In New York City, the median income for families of color has fallen in comparison to their White counterparts and a 2016 estimate noted that “42% of New York City households lack sufficient income to meet minimum basic family needs.11 Recognizing that the New York State economy is roughly the same size as Canada’s,12 it stands to reason that intentionally and 42% OF NEW YORK CITY systematically closing the racial divide would generate HOUSEHOLDS LACK SUFFICIENT tremendous prosperity for our City.

INCOME TO MEET MINIMUM BASIC FAMILY NEEDS

It is also well documented that, although we have made some advances towards mitigating hiring discrimination, this issue persists. Racial identity continues to have a meaningful impact on who is hired, promoted and retained, with reports finding that hiring discrimination, particularly against Black Americans, has not declined since the early 1990s.13 In a 2004 study published in the American Economic Review, researchers found that, even when resumes were identical, “White-sounding names receive[d] 50 percent more callbacks for interviews”14 and that “the racial gap is uniform across occupation, industry, and employer size”.

These facts are in stark opposition to the perceptions that young people have about their identity as it relates to their ability to strive towards a “good life”. 15 Youth believe that their diversity and uniqueness will help them succeed and progress towards their goals.16 It is our obligation, moral, economic, and otherwise, to ensure that our young people continue to believe in and work towards their biggest possible futures. From an early age, young people, across racial and socio-economic identities, imagine themselves to be leaders.17 We need to support their vision with policy and systems of accountability across sectors to make certain employers honor their identity as an asset towards their future.

Mentoring, like that offered through Big Brothers Big Sisters of New York City (BBBS of NYC), provides a solution to both the immediate social-emotional impacts of the moment and an answer to the longer-term economic questions facing New York City. As an intervention, mentoring continues to be linked to Social-Emotional Learning (SEL)18 and an increasing body of research exploring social capital points to relationships as a key to accessing careers.19

Founded in 1904, Big Brothers Big Sisters of NYC (BBBS of NYC) is the nation’s first and the city's largest youth mentoring organization. Our vision is that all youth achieve their full potential. Our mission is to build and support mentoring relationships to ignite the biggest possible futures for youth. Our work is guided by our values: Put Youth First; Advance Diversity, Equity & Inclusion; Operate with Integrity; Engage with Empathy; and Invest in Learning & Innovation.

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The reality is that nearly 85% of jobs are filled through employee referrals or networking20 and that networks tend be made up of people who hold similar identities (race, class, religion, etc.). 21 We can leverage policy and partnerships to mobilize mentoring to reinforce Positive Youth Development (PYD), an approach rooted in asset based engagement, access to developmental opportunities and rooted in strong relationships,22 while disrupting existing systems through our most precious, most recession proof commodity: our connection to one another.

Additionally, referrals through employees can generate significant savings of approximately $7,500 per hire.23 By creating more intentional mentoring relationships between underrepresented youth and professionals, these programs can break the cycle of homogenous talent pools while giving youth interpersonal support and experiences to successfully navigate their career path as an entry level employee.

Balancing our collective focus on technical job skills with an investment in increasing a young person’s “developmental relationships”25 will elevate current youth programs. Too often our youth jobs agenda is centered on a singular, oftentimes seasonal, work experience solely focused on skill building or delinquency prevention. These experiences are often one-sided and transactional rather than reciprocal and long-lasting, with youth being instructed in how they need to act or behave in order to succeed in the established hierarchy and career ladders.

Instead, we can build a system that fosters long-term, dynamic connections, rooted in shared learning, to not just potential employers, but more importantly the very employees who influence hiring decisions through their networks and referrals. These “developmental relationships”, defined

by The Search Institute through 5 key characteristics: Express Care, Challenge Growth, Provide Support, Share Power and Expand Possibilities,26 develop not only self-determination, motivation and autonomy in youth, but meaningfully expand access to critical resources and impactful connections that better position them for their future.27

“I mentor because I would not be where I am without my mentors. I know that I can make an impact and I’m grateful that [BBBS of NYC] is offered at my company and I look forward to talking to my Little on program Wednesday” - Big Brother Randy

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BENEFITS OF MENTORING As we consider the inequities that already existed and have been exacerbated by COVID-19, employer-based youth mentoring programs have a unique and critical role to play in supporting young people in developing “linking” social capital, which forges connections across power differences and “bridging” social capital, focused on building relationships across the divides (race, class, ethnicity, etc.) that exist in our City28. The private sector in New York City must take a step forward, in partnership with the local policymakers, education leaders and nonprofit organizations, and invest through intentional, mutually beneficial action and direct connection to its future workforce, NYC’s youth. By expanding young people’s access to “resource-rich relationships”,29 particularly among youth of color, an intervention of this kind allows for greater career exploration and success over time.

Investing in youth mentoring through programs like the BBBS of NYC Workplace Mentoring Program offers economic benefit: research concludes that every dollar invested in SEL results in an $11 economic return30 and that supporting a disconnected young adult costs approximately $16,000 per year.31 Conversely, keeping young adults connected and engaged has the potential to generate over $4,000 in New York City and State tax revenues each year.32 Beyond the long-term financial returns, employees at organizations that host mentoring programs report greater job satisfaction and “a more positive perception” of their employer.33 Employees at organizations engaged in mentoring also generate benefit beyond

their company walls. In a MENTOR’s 2019 Report “Fueling a Relationship Movement”, researchers found that 72% of employees surveyed at companies where the employer was involved in mentoring were engaged in mentoring in some way as compared to 25% of employees at organization where the employer was not involved or where employees were unsure.34 Additionally, according to the Brookings Metropolitan Policy Program, access to work-based learning that incorporates positive relationships with adults and earlier experiences in the labor market are indicators that youth will achieve career success in their adulthood (Child Trends, 2018).35 This further reinforces that the private sector has an integral role to play in igniting potential.

Leveraging the components of the “developmental relationships” not only benefits youth and their development but also their future employers. “Sharing Power” builds skills like situational judgement, selfassurance and leadership while “Expand Possibility” can involve engaging young people in problem solving to address barriers to success.36 These skills are some of the most sought after and highly prioritized by employers for all candidates, regardless of industry.37 By investing in building these skills through reciprocal, developmental relationships, employers across the City can also better prepare themselves to welcome the next generation into the workforce, learning about their needs, wants, motivations and unique perspectives, thereby positioning themselves as an employer of choice.

Reports indicate that Generation Z is focused on the social values and organizational culture of a company as they make choices about both

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employment and consumption.38 This generation is also more aligned with the beliefs and values of Millennials than other, older generations in the workforce.39 With Baby Boomers retiring, Millennials making up 35% of the workforce,40 and the oldest members of Generation Z beginning their careers, New York City industries need to center workforce efforts on learning from younger generations while taking an integral role in directly preparing them to be engaged, employed, active participants in our City’s economy.

Youth Mentoring programs focused on occupational identity formation also present a unique opportunity for New York City’s diverse industries to play an active role in supporting young people in understanding the many options available to them. An extensive survey of over 3,500 youth conducted through the Equitable Futures Initiative, a project of the Bill & Melinda Gates Foundation, found that young people view meaningful connections as a key ingredient to achieving career success (Striving to Thriving, October 2020).41 Recommendations to expand work-based learning experiences that do not include mentoring or focus on relationships as a component are missing a key engagement and impact point.42 Building programming driven by youth needs requires us to be conscious of where they are in their

development and to create and shape programming that compliments those needs, this must include meaningful relationships rather than simply skills.

The New York State Education Department’s SEL framework lists “use social awareness and interpersonal skills to establish and maintain positive relationships”43 as a core outcome, and the malleability of mentorship can serve this aim both in remote and in person environments.

Mentoring can continue to meet the needs of youth virtually and hold corporations accountable to reinvesting in the community.

It is imperative that we establish policies and programs to align the public, private, and nonprofit sectors. These three-pronged partnerships that align community anchors enable our youth to build a web of relationships that positions them for greater possibility than a siloed, skills focused approach to economic mobility.

The structure of the Big Brothers Big Sisters of New York City Workplace Mentoring Program (BBBS of NYC)

“I was introduced to the BBBS of NYC mentoring program through my company (Deloitte). Three years later, I’ve been matched with two wonderful Littles and without this program, I would feel like something’s missing.”

- Big Sister Katherine

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program implements a model that can be scaled across New York City. This threeyear scaffolded program connects NYC DOE enrolled high schoolers, grades 10th – 12th, with employee mentors at corporate partners through a BBBS of NYC facilitated program. Weaving together Positive Youth Development (PYD) principles,44 postsecondary planning and career exploration rooted in the relationship between young people and their mentor presents a unique opportunity for corporations to consider how they can invest in a pipeline of talent during the early stages of their occupational identity formation. The Workplace Mentoring Program is primarily partnered with Center and Technical Education (CTE) schools, connecting concepts to real-life experiences, all with relationships at the center.

Through surveying nearly 1,000 program participants in the Workplace Mentoring Program over a two-year period, BBBS of NYC found that 92% of youth respondents agreed that they learned how to chart a successful career path and 96% of youth respondents stated they learned a skill that will have a long-term impact on their future lives and careers.

The data collected from the adult, volunteer mentors illustrates not only their investment in making an immediate impact but their focus on engaging in a relationship that benefits their mentee in the long term: 92.5% of mentors believe they contributed to the future success and development of their Littles and 100% would recommend the program to a friend or colleague. For youth in the BBBS of NYC Workplace Mentoring Program, 99% of 10th and 11th graders are promoted to the next grade, an impressive 98% of high school seniors graduate on time and 99% of those students opt to enroll in college.

An additional benefit of investing in mentoring as a means of promoting career access is that these relationships grow with young people. When built in an intentional way, mentoring has the ability to transcend potential “exit ramps”. Mentors, unlike teachers or other age-bound experiences and programming, can move with young people from grade to grade and provide consistent, adaptable support that meets youth needs through different inflection points in life. We see a demonstration of this with the majority of high school seniors from our Workplace

92% OF MENTORED YOUTH LEARNED HOW TO CHART A SUCCESSFUL CAREER PATH 96% OF MENTORED YOUTH LEARNED A NEW SKILL THAT WILL HAVE A LONG-TERM IMPACT ON THEIR FUTURE LIVES AND CAREERS 9

Big Brothers Big Sisters of NYC Workplace Place Mentoring Program, Fall 2020

Mentoring Program opting to continue their mentoring relationships through the BBBS of NYC College and Career Success program, which focuses on leveraging the caring, trusting relationship built in high school years towards college persistence and career success.

Work Based Learning (WBL) opportunities like the Workplace Mentoring Program also impact long term job quality, especially for underrepresented youth.45 Through their research, Brookings found that engagement in WBL experiences was “linked to having a higher-quality job at age 30”.46 Focusing on 10th – 12th graders is also developmentally appropriate. Research emphasizes that adolescence is a particularly important time for the formation of occupational identity, given the development of “executive function” during that life stage. Aligning Work Based Learning with this stage of life supports a young person’s readiness to engage in dialogue about their career pathway in a more intentional way.47

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INCREASED ACCESS TO LONG TERM SUPPORT Youth report gaining increased value from the mentoring relationship the longer it lasts.48 Additionally, young people have generally positive perceptions of mentoring and believe in the power of connections to help them achieve their goals but are also interested in their adult mentor’s motivations for mentoring.49 Consistent, sustained relationships developed through a work-based learning opportunity are better positioned to authentically build trust between mentor and mentee while fostering greater long-term benefits.50 The connection between a mentor and mentee can serve as the center point in a web of connections, that have the ability to positively impact a young person’s long-term success. A mentor is uniquely positioned to connect the mentee to people in their network, which supports a young person in creating “weak ties”, a type of connection that is especially useful in the job search.51 This is critically important for young people who reside in “high unemployment areas”, where there are fewer adults who can make introductions that expand career awareness and job prospects for youth.52 A sustained relationship between a mentor through a work-based learning opportunity offers a consistent support and direct access to an anchor throughout a young person’s career journey while also expanding their network over time.

But, the lack of access to mentoring relationships is a pressing problem: 1 in 3 young adults surveyed nationally as part of a 2014 Mentor study reported not having access to a mentor of any kind.53 This fact, coupled with our increased understanding about the role social capital plays in long-term

“My Big Peter and the Workplace Mentoring Program exposed me to office culture and what a professional setting looks like. I’ve carried all the skills I’ve learned through my first year of college.”

- Little Brother Osmar

success, especially for low-income youth,54 requires a City-wide solution that balances in-demand skills development with our referral based, relationship-centric job market.

Beyond the opportunities to directly connect to the next generation of potential employees, bringing PYD principles into the corporate space through a relationship-centered program has the potential to foster a greater sense of inclusion and more equitable accessible access to living

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wage career opportunities.55 Investing in these programs during adolescence versus later-in-life pays dividends. Research suggests that PYD during this stage of life is particularly linked to selftransformation, including “enhanced awareness of their potential.”56 Designing programs that center relationships can happen at any time by leveraging technology, which must include recognizing and solving for the digital divide that exists in our City – something that particular corporations in our largest sectors are often uniquely positioned to do given their access to equipment and capital. The opportunity to implement this programming becomes even greater and more feasible in a post COVID-19 environment with the return to in-person interactions.

Beyond resolving for physical resources, the biggest investment corporations need to make in building our next generations of leaders is time. Data continues to support that a longer mentoring relationship is more beneficial and more impactful to the long-term success of a young person.57 Investing time produces a more trusting relationship, and these more trusting connections have a greater opportunity to positively impact a young person’s social capital.58 If corporations are truly inserted in creating pathways for all youth, especially unrepresented youth, to access upwardly mobile careers, the investment of time is a necessary, critical commitment to expand low-income young adults’ network of relationships and access to resources.59 It is particularly important to make these investments now as COVID-19 vaccination distribution is causing conversations to shift towards New York City’s recovery. The recent announcement that New York City will receive $6.1 billion as a result of the federal stimulus underscores that we are at a unique moment in time to “Build Back Better” with a focus on equity and economic mobility for the next generation. A core tenant of this recovery must focus on the future we hope to build for our City’s youth.

Big Brothers Big Sisters of NYC Workplace Place Mentoring Program, Spring 2017

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POLICY RECOMMENDATIONS LAUNCH “FOR EVERY SECTOR, A MENTOR” INITIATIVE: Identify a network of mentoring organizations across New York City to build a coalition of providers and engage Business Associations and Business Improvement Districts (BIDS) to sign on to participate in this initiative for a minimum of 3 years with specific targets for both expansion of a young adults’ network and meaningful hiring goals to create access to career experiences and jobs across industries.

• The New York City Council should explore a legistlative policy change that would authorize BIDS and Business Associations to fund a pilot program through the taxes or membership fees they collect.

• Ensure each participating member organization conducts an equity analysis, including an evaluation of their readiness to implement Positive Youth Development Strategies.

By creating a coalition of mentoring organizations rather than relying on “one off” relationships with individual providers, New York City can capitalize on both general youth mentoring organizations, like BBBS of NYC, and those with a specific focus (LGBTQ+, Immigrant Youth, Interest Specific Programming, etc.) to create a more inclusive initiative better able to serve the diverse needs and interests of NYC’s young people.

• Leveraging mentoring organizations allows the relationship between a mentor and mentee to thrive by creating accountability in the relationship (particularly in the early stages of relationship formation), offering a space for continued training for mentors as well as an opportunity for youth to influence program changes while preserving child safety and bringing a trauma-informed approach to relationship building. This structure promotes the “Share Power”62 component of developmental relationships,63 integral to enabling mentoring to have a meaningful, lasting impact.

• Compensate youth participants for their participation in these programs to enable their full commitment and limit competition with other part-time opportunities available for high school aged young people, which is often their cited reason for opting out of continued programming year-over-year.

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ESTABLISH INCENTIVES FOR BUSINESS PARTICIPATION INCLUDING: Expanding the types of companies held accountable to the Community Reinvestment Act beyond financial institutions and clarify provisions of the law to make it apparent that investing in Work Based Learning opportunities and mentoring programs qualify.

• Making stipends for youth participants tax deductible for participating companies to ensure youth can fully participate in the multi-year program without the need to work an additional part-time job. This is particularly important as New York City recover as unemployment among 16 – 19-year-olds during COVID-19 skyrocketed to 31% in April 2020, more than double the national unemployment rate.64 Additionally, offer a tax credit for each young adult who accesses an internship (or job) at their company or in their sector.

• Creating and formalizing an NYC -wide “Dollars for Hours” program so employee volunteer hours from participating organizations turn into tax-deductible general operating support grants for non-profit organization as a way to streamline companies’ investment in the community.

• Allowing companies who commit to the full 3-year program receive some forgiveness of capital gains taxes for the period of time they participate in the “For Every Sector a Mentor Initiative”.

DEVELOP RELATIONSHIP MAPPING FRAMEWORK TO TRACK DOE ENROLLED STUDENTS’ NETWORK OF CONNECTIONS: Following the innovative and seminal work of the Christensen Institute, captured in their July 2020 “The Missing Metrics” Report (Charania, Mahnaz, Ph.d, Fisher Freeland, Julia), this threepronged partnership between the business community, coalition of mentoring organizations and the DOE (housed under the “For Every Sector, A Mentor Initiative”) should implement their framework for measuring social capital using its “Four Dimensional Framework for Measuring Students Social Capital”.65 • Innovative work will allow for assessment of differences in access to relationships, diversity of connections and strength of network, all of which play a role in a young person’s long-term success.66 • The Department of Education should collect data for students through a surveying tool that is embedded into existing evaluation periods. Evaluation of information should happen at a school level and with the oversight of the Principal resulting in a “connectedness score” for each student, which would identify which students would most greatly benefit from being linked to mentoring opportunities with partner organizations.

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• New York City Economic Development Corporation (NYC EDC) along with New York City Small Business Services (NYC SBS) should play a role in partnering with the DOE to identify sector partners, while holding the business community accountable for delivering high quality, Work-Based Learning experiences rooted in mentoring to students across the City. The engagement of these two organizations could provide oversight over the tax incentive programs by tracking the participation of companies.

• Creating a program with shared accountability between the DOE, NYC EDC and SBS, and collation of expert mentoring organizations, New York City can position itself as the major leader in implementing a coordinated system that maps relationships across a young person’s life, with the goal of fostering upward mobility.

• Ensuring that young people are meeting academic benchmarks that align with marketdriven skills while also building programs that address the “network gap”,68 our City will be better able to address the root causes of economic disparity in a coordinated, intentional effort that leverages: the expertise of youth development, mentoring professionals, the infrastructure of City systems along with the influence, wealth and resources of the private sector.

UPDATE SEL CURRICULUM TO INCLUDE DEVELOPMENTALLY APPROPRIATE DISCUSSIONS ABOUT MENTORING THROUGHOUT A YOUNG PERSON’S ACADEMIC JOURNEY: The majority of people learn about mentorship as they are looking to take a next step and are seeking out support too late for it to generate transformational impact. Mentoring and youth development organizations have also historically been engaged by schools, community, and religious organizations to support “at-risk” youth.

• While mentoring and credible messenger programs are evidence-based tools for risk reduction, we must normalize mentoring as a necessary, additive and critical support for all young people rather than an intervention targeted at “the few” or the “underprivileged”.

• Introducing the concept of mentorship through a developmentally appropriate lens to help young people make the connection between relationships and resources. Youth have largely positive associations with the word mentoring and view mentors as helpful to achieving their goals.69 • Offering youth resources to understand how mentoring can support achievement over the course of their lives serves as an enhancement to existing SEL curriculum focused on setting and achieving goals. The SEL framework is also employed and utilized in program design by many existing mentoring organizations, further connecting what young people experience in school to experiences out of the classroom.

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CONCLUSION This is a pivotal time for our youth and meeting their needs, both now and in service of their future, requires a coordinated investment that centers around the way young people conceptualize their future: through experiences.70 Meaningful mentoring connections between generations of New Yorkers, backed by funding, the weight of public policy and integrated partnerships, puts youth and their futures at the center.

By crafting career-based mentoring experiences, rooted in Positive Youth Development with a focus on equity and guided by the needs of young people, we can begin to build a web of support for our youth that leverages the tremendous human capital in our City to bridge divides.

Through scaling mentoring relationships with the long-term support of our City’s biggest, most profitable industries, we can bring together experts across sectors to safeguard our NYC youth’s greatest strength: their potential and all that they can achieve when it is ignited.

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WORK CITED 1. U.S. Census Bureau, American Community Survey 1-Year Estimates, Table B09001 (2005-2019); retrieved from https://data.census.gov/ 2. Kucsera, J., & Orfield, G. (2014). New York State’s Extreme School Segregation: Inequality, Inaction and a Damaged Future. UCLA: The Civil Rights Project / Proyecto Derechos Civiles.

Retrieved from https://escholarship.org/uc/item/5cx4b8pf 3. Raj Chetty, Nathaniel Hendren, The Impacts of Neighborhoods on Intergenerational Mobility I: Childhood Exposure Effects, The Quarterly Journal of Economics, Volume 133, Issue 3, August 2018, Pages 1107–1162, https://doi.org/10.1093/qje/qjy007 4. Dorn, Emma, et al. “COVID-19 and Learning Loss--Disparities Grow and Students Need Help.”

McKinsey & Company, McKinsey & Company, 8 Dec. 2020, www.mckinsey.com/ industries/public-and-social-sector/our-insights/covid-19-and-learning-loss-disparities-growand-students-need-help#:~:text=Students%20on%20average%20could%20lose,white%20students%20(Exhibit%206).

5. Singh S, Roy D, Sinha K, Parveen S, Sharma G, Joshi G. Impact of COVID-19 and lockdown on mental health of children and adolescents: A narrative review with recommendations. Psychiatry Res. 2020;293:113429. doi:10.1016/j.psychres.2020.113429 6. Oreopoulos P, Wachter TV, Heisz A. The Short- and Long-Term Career Effects of Graduating in a Recession. American Economic Journal: Applied Economics. 2012;4(1):1-29. doi:10.1257/ app.4.1.1) 7. Schwandt, H. (2019, April 01). Recession Graduates: The Long-lasting Effects of an Unlucky Draw. Retrieved March 8, 2021, from https://siepr.stanford.edu/research/publications/recession-graduates-effects-unlucky#:~:text=Leaving school for work during,called “deaths of despair.”

8. Danyelle Solomon, C. M. (2019, August 7). Systematic Inequality and Economic Opportunity. Retrieved March 8, 2021, from https://www.americanprogress.org/issues/race/reports/2019/08/07/472910/systematic-inequality-economic-opportunity/ 9. Ibid 10. The White House. (2021, January 26). Press Briefing by Press Secretary Jen Psaki and Domestic Policy Advisor Susan Rice, January 26, 2021 [Press release]. Retrieved March 8, 2021, from https://www.whitehouse.gov/briefing-room/press-briefings/2021/01/26/press-briefing-by-press-secretary-jen-psaki-and-domestic-policy-advisor-susan-rice-january-26-2021/ 11. Bowser, B. P., & Devadutt, C. (Eds.). (2019). RACIAL INEQUALITY IN NEW YORK CITY SINCE 1965. Retrieved March 8, 2021, from https://wagner.nyu.edu/files/publications/Pamphlet_Racial_Inequality.pdf 12. McCamy, L. (2019, April 24). 11 mind-blowing facts about New York’s economy. Retrieved March 8, 2021, from https://markets.businessinsider.com/news/stocks/11-mind-blowing-factsabout-new-yorks-economy-2019-4-1028134328 13. Quillian, L., Pager, D., Midtbøen, A. H., & Hexel, O. (2020, June 15). Hiring Discrimination Against Black Americans Hasn’t Declined in 25 Years. Retrieved March 8, 2021, from https:// hbr.org/2017/10/hiring-discrimination-against-black-americans-hasnt-declined-in-25-years

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14. Bertrand, M., & Mullainathan, S. (2004). Are Emily and Greg More Employable Than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination. American Economic Review, 94(4), 991-1013. doi:10.1257/0002828042002561 15. Striving to Thriving: Youth Occupational Identity Formation (Rep.). (2020, October). Retrieved March 8, 2021, from Equitable Futures: A Project of the Bill & Melinda Gates Foundation in partnership with Goodwin Simon Strategic Research website: https://www.equitablefutures. org/wp-content/uploads/2020/10/Striving-to-Thriving-Full-Report-October-2020.pdf 16. Ibid 17. Ibid 18. Hagen, D., Sánchez, B., Cascarino,, J., & White, K. (2019, August 26). SOCIAL AND EMOTIONAL DEVELOPMENT IN EARLY ADOLESCENCE: Tapping into the Power of Relationships and Mentoring. Retrieved March 8, 2021, from https://www.mentoring.org/wp-content/ uploads/2019/11/SEL_executive-summary_082619.pdf 19. Scales, P.C., Boat, A., & Pekel, K. (2020). Defining and Measuring Social Capital for Young People: A Practical Review of the Literature on Resource-Full Relationships. Minneapolis: Search Institute. Report for the Bill & Melinda Gates Foundation. Retrieved from https://www. search-institute.org/wp-content/uploads/2020/05/SOCAP-Lit-Review.pdf 20. Adler, L. (2016, February 29). New Survey Reveals 85% of All Jobs are Filled Via Networking.

Retrieved March 8, 2021, from https://www.linkedin.com/pulse/new-survey-reveals-85-all-jobsfilled-via-networking-lou-adler/ 21. Callahan, Jessica, Ito, Mizuko, Campbell Rea, Stephen and Amanda Wortman. 2019. Influences on Occupational Identity in Adolescence: A Review of Research and Programs. Irvine, CA: Connected Learning Alliance 22. Positive Youth Development. (n.d.). Retrieved March 8, 2021, from https://youth.gov/youthtopics/positive-youth-development 23. Mike, S. (2020, January 13). Employee Referral Statistics You Need to Know for 2020 (Infographic). Retrieved March 8, 2021, from https://www.linkedin.com/pulse/employeereferral-statistics-you-need-know-2020-mike-stafiej/?articleId=6622562177335336961 25. Scales, P.C., Boat, A., & Pekel, K. (2020). Defining and Measuring Social Capital for Young People: A Practical Review of the Literature on Resource-Full Relationships. Minneapolis: Search Institute. Report for the Bill & Melinda Gates Foundation. Retrieved from https://www. search-institute.org/wp-content/uploads/2020/05/SOCAP-Lit-Review.pdf 26. Ibid 27. Ibid 28. Ibid 29. Ibid 30. Belfield, C., Bowden, A., Klapp, A., Levin, H., Shand, R., & Zander, S. (2015). The Economic Value of Social and Emotional Learning. Journal of Benefit-Cost Analysis, 6(3), 508-544. doi:10.1017/ bca.2015.55 31. Connecting Our Future: 2020 Disconnected Youth Taskforce Report (Rep.). (2020, November).

Retrieved March 8, 2021, from New York City Department of Youth and Community Development website: https://cye.cityofnewyork.us/wp-content/uploads/2020/11/DYTFConnecting-Our-Future-Report.pdf 32. Ibid 33. Garringer, M., & Benning, C. (2018, July). The Power of Relationships: How and Why American Adults Step Up to Mentor the Nation’s Youth (Rep.). Retrieved March 8, 2021, from MENTOR website: https://www.mentoring.org/resource/the-power-of-relationships/

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34. Garringer, M., & Benning, C. (2019). Fueling a Relationship Movement: The Critical Role that Employers Play in Growing and Supporting Youth Mentoring in America (Rep.). Retrieved https://www.mentoring.org/resource/fueling-a-relationship-movement/ 35. Ross, M., Anderson Moore, K., Murphy, K., Bateman, N., DeMand, A., & Sacks, V. (2018, October).

Pathways to High-Quality Jobs for Young Adults (Rep.). Retrieved March 8, 2021, from Metropolitan Policy Program at Brookings Child Trends website: https://www.brookings.edu/ wp-content/uploads/2018/10/Brookings_Child-Trends_Executive-Summary-FINAL.pdf 36. Ibid 37. Top 11 Skills Employers Look for in Candidates. (2020, December 1). Retrieved March 8, 2021, from https://www.indeed.com/career-advice/resumes-cover-letters/skills-employers-look-for 38. Hughes, V. (2020, February 6). Generation Z, the Future Workforce: Trend Brief. Retrieved March 8, 2021, from https://www.catalyst.org/research/gen-z-future-workforce/ 39. Parker, K., Graf, N., & Igielnik, R. (2020, May 30). Generation Z Looks a Lot Like Millennials on Key Social and Political Issues. Retrieved March 8, 2021, from https://www.pewresearch.org/ social-trends/2019/01/17/generation-z-looks-a-lot-like-millennials-on-key-social-and-politicalissues/ 40. Fry, R. (2020, July 27). Millennials are largest generation in the U.S. labor force. Retrieved March 8, 2021, from https://www.pewresearch.org/fact-tank/2018/04/11/millennials-largestgeneration-us-labor-force/ 41. Striving to Thriving: Youth Occupational Identity Formation (Rep.). (2020, October). Retrieved March 8, 2021, from Equitable Futures: A Project of the Bill & Melinda Gates Foundation in partnership with Goodwin Simon Strategic Research website: https://www.equitablefutures. org/wp-content/uploads/2020/10/Striving-to-Thriving-Full-Report-October-2020.pdf 42. Ross, M., Bateman, N., & Stateler, L. (2020, November). WORK-BASED LEARNING CAN ADVANCE EQUITY AND OPPORTUNITY FOR AMERICA’S YOUNG PEOPLE (Rep.). Retrieved March 8, 2021, from Metropolitan Policy Program website: https://www.brookings.edu/wpcontent/uploads/2020/11/20201120_BrookingsMetro_Work-based-learning_Final_Report.pdf 43. New York State Social Emotional Learning Benchmarks. (2018, September 4). Retrieved March 8, 2021, from http://www.p12.nysed.gov/sss/selbenchmarks.html 44. Positive Youth Development. (n.d.). Retrieved March 8, 2021, from https://youth.gov/youthtopics/positive-youth-development 45. Ross, M., Bateman, N., & Stateler, L. (2020, November). WORK-BASED LEARNING CAN ADVANCE EQUITY AND OPPORTUNITY FOR AMERICA’S YOUNG PEOPLE (Rep.). Retrieved March 8, 2021, from Metropolitan Policy Program website: https://www.brookings.edu/wpcontent/uploads/2020/11/20201120_BrookingsMetro_Work-based-learning_Final_Report.pdf 46. Ibid 47. Callahan, Jessica, Ito, Mizuko, Campbell Rea, Stephen and Amanda Wortman. 2019. Influences on Occupational Identity in Adolescence: A Review of Research and Programs. Irvine, CA: Connected Learning Alliance 48. Bruce, M., & Bridgeland, J. (2014, January). The Mentoring Effect: Young People’s Perspectives on the Outcomes and Availability of Mentoring (Rep.). Retrieved March 8, 2021, from MENTOR website: https://www.mentoring.org/resource/the-mentoring-effect/ 49. Striving to Thriving: Youth Occupational Identity Formation (Rep.). (2020, October). Retrieved March 8, 2021, from Equitable Futures: A Project of the Bill & Melinda Gates Foundation in partnership with Goodwin Simon Strategic Research website: https://www.equitablefutures. org/wp-content/uploads/2020/10/Striving-to-Thriving-Full-Report-October-2020.pdf

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50. Bruce, M., & Bridgeland, J. (2014, January). The Mentoring Effect: Young People’s Perspectives on the Outcomes and Availability of Mentoring (Rep.). Retrieved March 8, 2021, from MENTOR website: https://www.mentoring.org/resource/the-mentoring-effect/ 51. Ross, M., Bateman, N., & Stateler, L. (2020, November). WORK-BASED LEARNING CAN ADVANCE EQUITY AND OPPORTUNITY FOR AMERICA’S YOUNG PEOPLE (Rep.). Retrieved March 8, 2021, from Metropolitan Policy Program website: https://www.brookings.edu/wpcontent/uploads/2020/11/20201120_BrookingsMetro_Work-based-learning_Final_Report.pdf 52. Ibid 53. Ibid 54. Scales, P.C., Boat, A., & Pekel, K. (2020). Defining and Measuring Social Capital for Young People: A Practical Review of the Literature on Resource-Full Relationships. Minneapolis: Search Institute. Report for the Bill & Melinda Gates Foundation. Retrieved from https://www. search-institute.org/wp-content/uploads/2020/05/SOCAP-Lit-Review.pdf 55. The Annie E. Casey Foundation. (May 2018). Generation Work: Equipping Young People With In-Demand Employment Skills and Credentials. Baltimore, MD: The Annie E. Casey Foundation. Retrieved from https://www.aecf.org/resources/generation-work/ 56. Pittman, K.J. (2017), Positive Youth Development as a Strategy for Addressing Readiness and Equity: A Commentary. Child Dev, 88: 1172-1174. https://doi.org/10.1111/cdev.12872 57. Bruce, M., & Bridgeland, J. (2014, January). The Mentoring Effect: Young People’s Perspectives on the Outcomes and Availability of Mentoring (Rep.). Retrieved March 8, 2021, from MENTOR website: https://www.mentoring.org/resource/the-mentoring-effect/ 58. Gaddis, S. (2012). What’s in a relationship? An examination of social capital, race and class in mentoring relationships. Social Forces, 90 (4), 1237-1269.

59. Scales, P.C., Boat, A., & Pekel, K. (2020). Defining and Measuring Social Capital for Young People: A Practical Review of the Literature on Resource-Full Relationships. Minneapolis: Search Institute. Report for the Bill & Melinda Gates Foundation. Retrieved from https://www. search-institute.org/wp-content/uploads/2020/05/SOCAP-Lit-Review.pdf 62. Ibid 63. Ibid 64. Aratani, L. (2020, July 06). Why the Covid-19 financial crisis will leave lasting scars on Gen Z. Retrieved March 8, 2021, from https://www.theguardian.com/us-news/2020/jul/06/gen-zcovid-19-financial-crisis-lasting-scars 65. Freeland Fisher, J., Charania, M., PhD. (2020, July). Https://www.christenseninstitute.org/ wp-content/uploads/2020/07/THE-MISSING-METRICS.pdf (Publication). Retrieved January, 2021, from Clayton Christensen Institute website: https://www.christenseninstitute.org/wpcontent/uploads/2020/07/THE-MISSING-METRICS.pdf 66. Ibid 68. Network gap. (n.d.). Retrieved January 27, 2021, from https://socialimpact.linkedin.com/ programs/network-gap 69. Striving to Thriving: Youth Occupational Identity Formation (Rep.). (2020, October). Retrieved March 8, 2021, from Equitable Futures: A Project of the Bill & Melinda Gates Foundation in partnership with Goodwin Simon Strategic Research website: https://www.equitablefutures. org/wp-content/uploads/2020/10/Striving-to-Thriving-Full-Report-October-2020.pdf 70. Ibid

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