Reports an error in "Do mentor support for ethnic-racial identity and mentee cultural mistrust matter for girls of color? A preliminary investigation" by Bernadette Sánchez, Julia Pryce, Naida Silverthorn, Kelsey L. Deane and David L. DuBois (Cultural Diversity and Ethnic Minority Psychology, Advanced Online Publication, Oct 01, 2018, np). In this article, all the authors were listed as being affiliated with DePaul University, but only Bernadette Sánchez is affiliated with DePaul University. The other authors were at the following affiliations while the work for the article was completed: Julia Pryce, School of Social Work, Loyola University Chicago; Naida Silverthorn, Institute for Health Research and Policy, University of Illinois at Chicago; Kelsey L. Deane, Department of Education and Social Work, University of Auckland; and David L. DuBois, Department of Community Health Sciences, University of Illinois at Chicago. All versions of this article have been corrected. (The following abstract of the original article appeared in record 2018-48484-001.) Objectives: The aim of this repeated-measures study was to examine the roles of cultural mistrust and perceived mentor support for ethnic-racial identity in a sample of girls of color. It was hypothesized that mentors' support for ethnic-racial identity measured at baseline would influence relationship quality, as well as the girls' ethnic identity and cultural mistrust, at the end of the intervention, adjusting for baseline measures. It was also hypothesized that girls' cultural mistrust toward Whites at baseline would be negatively associated with mentoring relationship quality at the end of the intervention. METHOD Participants were 40 adolescent girls of color who were matched with racially-ethnically diverse women mentors in a community-based mentoring program. RESULTS Mentor support for ethnic-racial identity as reported by youth significantly predicted relative increases in youth reports of relational but not instrumental satisfaction. Higher mentor support for ethnic-racial identity also significantly predicted increases in ethnic identity exploration, but only among girls with White mentors. Further, youth's reported greater cultural mistrust toward Whites was a significant predictor of decreased instrumental relationship satisfaction among girls with White mentors. CONCLUSIONS Findings support the importance of further efforts to understand the roles of culturally relevant relationship processes and youth attitudes in mentoring interventions for girls of color. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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“对有色女孩来说，指导者对族裔种族身份的认同和对受训者文化的不信任是否重要？初步调查”：对Sánchez等人的更正。（2019）。

BernadetteSánchez，Julia Pryce，Naida Silverthorn，Kelsey L.Deane和David L.DuBois（文化多样性和《少数民族心理学》，高级在线出版物，2018年10月1日，np）。在本文中，所有作者都被列为DePaul University的会员，但只有BernadetteSánchez属于DePaul University的会员。本文的工作完成时，其他作者也来自以下单位：芝加哥洛约拉大学社会工作学院的Julia Pryce；Naida Silverthorn，芝加哥伊利诺伊大学健康研究与政策研究所；奥克兰大学教育与社会工作系Kelsey L. Deane；和大卫·L 伊利诺伊大学芝加哥分校社区健康科学系DuBois。本文的所有版本都已得到纠正。（原始文章的以下摘要出现在记录2018-48484-001中。）目标：这项重复测量研究的目的是检验文化不信任和感知的指导者在女孩样本中对族裔认同的作用。颜色。据推测，在干预结束时，针对基线测量进行调整的情况下，导师对基线测得的种族-种族认同的支持会影响关系质量，以及女孩的种族认同和文化上的不信任感。还假设在干预结束时，女孩对白人的文化不信任感将与指导关系质量产生负面影响。方法参加者是40名有色少女，他们在基于社区的辅导计划中与种族不同的女性辅导员配对。结果青年报告的导师对族裔认同的支持显着预测了青年有关关系满意度但没有工具满意度的报告相对增加。较高的导师对族裔认同的支持也显着预测了民族认同探索的增加，但仅在有白人导师的女孩中有所体现。此外，据报道，青年对白人的文化不信任感增强，这是有白人导师的女孩之间的工具性关系满意度降低的重要预测因素。结论结论支持进一步努力以了解与文化相关的关系过程和青年态度在指导有色女孩的干预措施中的作用的重要性。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。