The processes by which mentors might improve the self-esteem of economically vulnerable African American male youth are explored, drawing on previous research. The combination of biological, behavioral, and societal factors faced by young black males is complex, and has implications for identity processes. The initial longitudinal study of urban children in Atlanta (Georgia) assessed self-esteem on two occasions separated by 3 years for a group of children aged 3 or 5 years at the first testing and a group aged 7 or 9 years at first contact. The total sample was 384 at time 1 and 150 at time 2. This research points to specific aspects of the development of African American males that are relevant to the creation of mentoring programs. There is a discrepancy between the youths' more general self-esteem and their specific perceptions of themselves as less competent students than girls. A second issue is that of the males' perceptions of themselves as significantly less healthy than females. Findings suggest that interventions proposed should start early and continue in developmentally specific and appropriate ways, with an emphasis on competence as it relates to school and with awareness of racial and social issues, as well as coping patterns. (SLD)