Faculty & Staff
Jean Rhodes, PhD
Professor of Psychology, College of Liberal Arts
Areas of Expertise
mentoring relationships, risk and protective factors in adolescent development, emerging adulthood, preventive interventions
PhD, DePaul University
Professional Publications & Contributions
Website: Click to visit
Jean Rhodes is the MENTOR/National Mentoring Partnership Professor of Psychology and the Research Director for the Center for Evidence-based Mentoring at the University of Massachusetts Boston. Rhodes completed her PhD in clinical psychology at DePaul University and her clinical internship at the University of Chicago School of Medicine. Her interests include mentoring relationships, risk and protective factors in adolescent development, emerging adulthood, natural disasters, trauma and resilience, preventive interventions, and the bridging of research, practice, and policy. Her research examines the development of adolescents and young adults with special attention to the role of non-parent adults and the influence of natural disaster. Rhodes is a Fellow in the American Psychological Association and the Society for Research and Community Action, and a Distinguished Fellow of the William T. Grant Foundation. Rhodes is also a member of two John D. and Catherine T. MacArthur Foundation research networks: Transitions to Adulthood and Connected Learning. Rhodes is Chair of the Research and Policy Council of the National Mentoring Partnership and sits on the Board of Directors of the National Mentoring Partnership, the Board of Trustees of Friends of the Children, and the Advisory Boards of many mentoring and policy organizations. She is author of Stand by me: The risks and rewards of mentoring today's youth (Harvard University Press) and is currently working on First do no harm: Ethics in youth mentoring (Harvard University Press).
Jean Rhodes' research is focused on two main areas: adolescents' mentoring relationships and young adults' responses to trauma and natural disaster. Rhodes and her students are currently involved in a range of research projects that address the role of both formal and informal mentors in vulnerable groups including children of prisoners, community college students, high school dropouts, and low-income children in after-school settings. Rhodes and students are also examining the life course of low-income parents who were exposed to Hurricane Katrina. Drawing from a unique panel dataset that follows individuals from more than a year before the hurricane to several years afterwards, they are documenting changes in the physical and mental health of study participants.