Pub Date : 2021-03-15DOI: 10.1080/13611267.2021.1915542
Andrew Kwok, Douglas Mitchell, D. Huston
ABSTRACT Program surveys of over 2,000 novice teachers and 1,000 of their reflective coaches are analyzed to explore the impact of induction, generally, and coaching, specifically, on two program outcomes. Using Exploratory Structural Equation Modeling, we find that certain induction structures, aspects of coaching activities, and teacher-coach match characteristics can have an impact on professional learning and teacher pedagogical success. Findings have implications for induction program design and the impact teacher coaching can have in professional development.
{"title":"The impact of program design and coaching support on novice teachers’ induction experience","authors":"Andrew Kwok, Douglas Mitchell, D. Huston","doi":"10.1080/13611267.2021.1915542","DOIUrl":"https://doi.org/10.1080/13611267.2021.1915542","url":null,"abstract":"ABSTRACT Program surveys of over 2,000 novice teachers and 1,000 of their reflective coaches are analyzed to explore the impact of induction, generally, and coaching, specifically, on two program outcomes. Using Exploratory Structural Equation Modeling, we find that certain induction structures, aspects of coaching activities, and teacher-coach match characteristics can have an impact on professional learning and teacher pedagogical success. Findings have implications for induction program design and the impact teacher coaching can have in professional development.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"13 1","pages":"167 - 194"},"PeriodicalIF":1.2,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91000089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-15DOI: 10.1080/13611267.2021.1922152
N. Templeton, S. Jeong, Elisabeth Pugliese
This issue of Mentoring & Tutoring: Partnership in Learning Journal includes research from an ethnically and academically diverse group of scholars representing the Great Lakes, Midwestern, and Southern and Western regions of the United States, and Southwestern Asia (Turkey). Conceptually, the authors frame approaches to capacity building and individual development through measures of induction, coaching, and peer mentoring. While previous issues of Mentoring and Tutoring clearly delineate the nuances between induction processes, coaching and mentoring, and peer mentoring, the manuscripts published herein establish a researchdriven coherent analogy to improving professional practice through purposeful relationships, role clarity, and positionality (Abbot, Graf, & Chagfield, 2018). Improving professional practice is often akin to traditional models of professional development that focus on community issues and challenges rather than on specific and demonstrated needs. According to Templeton and Tremont (2014), improving individual outcomes in education is a dichotomy that must shift from the isolationism of understanding student needs to a more holistic process of responding to adult needs that in turn facilitate the creation of new knowledge structures in students. Similarly, induction, coaching, and mentoring (including peer mentoring), are more effective when they become collaborative exchanges of personalized learning and choice; innately tailored to meet the strengths and needs of the intentional educator seeking to impact professional practice. Therefore, improving professional practice must support individual development. Whether learning new skills or rethinking developed ones, building capacity is a cyclical and evolving progression toward life-long learning through immersion in supporting processes that addresses differing levels of readiness while being sensitive to those differences by finding resources to support each person’s developmental goals. Moreover, Irby, Guerrero, Lara-Alecio, Tong, and Rodriguez (2012) posits the cyclical nature of continuous professional improvement should be embraced by means of support systems that enable immediate feedback aimed at skill development. Thus, this issue of Mentoring and Tutoring shares voices bound by synergistic thinking, for which the foundational premise of intentionally investing in human capital becomes an empowering protocol for standard practice. In the lead article, The Impact of Program Design and Coaching Support on Novice Teachers’ Induction Experience, Kwok, Mitchell, and Huston surveyed over MENTORING & TUTORING: PARTNERSHIP IN LEARNING 2021, VOL. 29, NO. 2, 163–166 https://doi.org/10.1080/13611267.2021.1922152
{"title":"Editorial overview: mentoring for professional development","authors":"N. Templeton, S. Jeong, Elisabeth Pugliese","doi":"10.1080/13611267.2021.1922152","DOIUrl":"https://doi.org/10.1080/13611267.2021.1922152","url":null,"abstract":"This issue of Mentoring & Tutoring: Partnership in Learning Journal includes research from an ethnically and academically diverse group of scholars representing the Great Lakes, Midwestern, and Southern and Western regions of the United States, and Southwestern Asia (Turkey). Conceptually, the authors frame approaches to capacity building and individual development through measures of induction, coaching, and peer mentoring. While previous issues of Mentoring and Tutoring clearly delineate the nuances between induction processes, coaching and mentoring, and peer mentoring, the manuscripts published herein establish a researchdriven coherent analogy to improving professional practice through purposeful relationships, role clarity, and positionality (Abbot, Graf, & Chagfield, 2018). Improving professional practice is often akin to traditional models of professional development that focus on community issues and challenges rather than on specific and demonstrated needs. According to Templeton and Tremont (2014), improving individual outcomes in education is a dichotomy that must shift from the isolationism of understanding student needs to a more holistic process of responding to adult needs that in turn facilitate the creation of new knowledge structures in students. Similarly, induction, coaching, and mentoring (including peer mentoring), are more effective when they become collaborative exchanges of personalized learning and choice; innately tailored to meet the strengths and needs of the intentional educator seeking to impact professional practice. Therefore, improving professional practice must support individual development. Whether learning new skills or rethinking developed ones, building capacity is a cyclical and evolving progression toward life-long learning through immersion in supporting processes that addresses differing levels of readiness while being sensitive to those differences by finding resources to support each person’s developmental goals. Moreover, Irby, Guerrero, Lara-Alecio, Tong, and Rodriguez (2012) posits the cyclical nature of continuous professional improvement should be embraced by means of support systems that enable immediate feedback aimed at skill development. Thus, this issue of Mentoring and Tutoring shares voices bound by synergistic thinking, for which the foundational premise of intentionally investing in human capital becomes an empowering protocol for standard practice. In the lead article, The Impact of Program Design and Coaching Support on Novice Teachers’ Induction Experience, Kwok, Mitchell, and Huston surveyed over MENTORING & TUTORING: PARTNERSHIP IN LEARNING 2021, VOL. 29, NO. 2, 163–166 https://doi.org/10.1080/13611267.2021.1922152","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"50 1","pages":"163 - 166"},"PeriodicalIF":1.2,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84640550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-15DOI: 10.1080/13611267.2021.1912900
Joanna C. Weaver, Cynthia D. Bertelsen, Gabrielle R. Dendinger
ABSTRACT Pre-education majors sometimes struggle to integrate smoothly into the role of a teacher candidate. Providing them with cross-age peer support through career-related mentoring may give them confidence and success in addition to providing them with personal, emotional, and academic growth. The purpose of this study was to analyze the relationship between career-related peer mentoring and student development, focusing specifically on the two roles pre-education majors played: those who were mentored by a graduate student and those who served as mentors to high school developing readers. We sought to answer the research question: How does a career-related peer mentoring relationship impact student development? Data sources were in the form of interviews, and the data analysis consisted of an inductive approach to the coding analysis utilizing grounded theory. The goal was to determine if comfort level, confidence, and self-efficacy would increase as a result of career-related peer mentoring.
{"title":"Career-related peer mentoring: can it help with student development?","authors":"Joanna C. Weaver, Cynthia D. Bertelsen, Gabrielle R. Dendinger","doi":"10.1080/13611267.2021.1912900","DOIUrl":"https://doi.org/10.1080/13611267.2021.1912900","url":null,"abstract":"ABSTRACT Pre-education majors sometimes struggle to integrate smoothly into the role of a teacher candidate. Providing them with cross-age peer support through career-related mentoring may give them confidence and success in addition to providing them with personal, emotional, and academic growth. The purpose of this study was to analyze the relationship between career-related peer mentoring and student development, focusing specifically on the two roles pre-education majors played: those who were mentored by a graduate student and those who served as mentors to high school developing readers. We sought to answer the research question: How does a career-related peer mentoring relationship impact student development? Data sources were in the form of interviews, and the data analysis consisted of an inductive approach to the coding analysis utilizing grounded theory. The goal was to determine if comfort level, confidence, and self-efficacy would increase as a result of career-related peer mentoring.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"23 1","pages":"238 - 256"},"PeriodicalIF":1.2,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82635517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1080/13611267.2021.1899583
W. Hall, S. Liva
ABSTRACT Graduate student mentoring is a key component of successful university experiences, specifically, improved student retention, completion, and satisfaction. Tensions in application of existing mentoring frameworks create difficulties with university-wide approaches. We used a descriptive qualitative study design to explore graduate students’ perspectives about mentoring. We interviewed 54 Canadian participants in 12 focus groups, including masters’ (n= 19), unclassified (n= 1), and PhD (n= 34) students from multiple disciplines. Focus groups ranged in size from two to seven students. After transcribing interviews, we used inductive content analysis to develop themes. Students described mentoring as a transformative experience because mentors smoothed their paths. Receiving mentoring required students to advocate for themselves and access university structures that promoted mentoring. Transformative mentoring supported students’ aspirational goals. Mentoring strengthens institutional supervisory practices and graduate student retention and success but it requires systematic approaches.
{"title":"Mentoring as a transformative experience","authors":"W. Hall, S. Liva","doi":"10.1080/13611267.2021.1899583","DOIUrl":"https://doi.org/10.1080/13611267.2021.1899583","url":null,"abstract":"ABSTRACT Graduate student mentoring is a key component of successful university experiences, specifically, improved student retention, completion, and satisfaction. Tensions in application of existing mentoring frameworks create difficulties with university-wide approaches. We used a descriptive qualitative study design to explore graduate students’ perspectives about mentoring. We interviewed 54 Canadian participants in 12 focus groups, including masters’ (n= 19), unclassified (n= 1), and PhD (n= 34) students from multiple disciplines. Focus groups ranged in size from two to seven students. After transcribing interviews, we used inductive content analysis to develop themes. Students described mentoring as a transformative experience because mentors smoothed their paths. Receiving mentoring required students to advocate for themselves and access university structures that promoted mentoring. Transformative mentoring supported students’ aspirational goals. Mentoring strengthens institutional supervisory practices and graduate student retention and success but it requires systematic approaches.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"87 1","pages":"6 - 22"},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88992182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1080/13611267.2021.1899584
E. Efron, Jeffrey S. Winter, Sherri Bressman
ABSTRACT This study focuses on the impact of mentoring in Jewish day schools through the lens of cross-cultural considerations. The researchers examined the influence of differences in culture and religion on mentoring relationships and professional growth experiences. Findings indicate that building bridges of understanding and trust in a cross-cultural mentoring environment, requires the viewing of teacher mentoring as context-specific. Mentoring is strengthened when mentors become familiar with the school community and exhibit a respectful, and non-judgmental attitude toward the unique religious and cultural elements of the school community. Findings from the study provide an important contribution to discourse about teacher mentoring through a new and unique lens that focuses on cross-cultural relationships and their potential to enhance professional development and learning opportunities for teachers and mentors.
{"title":"Cross-cultural considerations: mentoring teachers in Jewish day schools","authors":"E. Efron, Jeffrey S. Winter, Sherri Bressman","doi":"10.1080/13611267.2021.1899584","DOIUrl":"https://doi.org/10.1080/13611267.2021.1899584","url":null,"abstract":"ABSTRACT This study focuses on the impact of mentoring in Jewish day schools through the lens of cross-cultural considerations. The researchers examined the influence of differences in culture and religion on mentoring relationships and professional growth experiences. Findings indicate that building bridges of understanding and trust in a cross-cultural mentoring environment, requires the viewing of teacher mentoring as context-specific. Mentoring is strengthened when mentors become familiar with the school community and exhibit a respectful, and non-judgmental attitude toward the unique religious and cultural elements of the school community. Findings from the study provide an important contribution to discourse about teacher mentoring through a new and unique lens that focuses on cross-cultural relationships and their potential to enhance professional development and learning opportunities for teachers and mentors.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"34 1","pages":"23 - 49"},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73111585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1080/13611267.2021.1899585
L. Ewing
ABSTRACT The support received by novice teachers in their first-year impacts staff retention and overall teaching quality. Thus, a smooth transition into the profession has long-term, positive benefits for novice teachers and their students. However, despite the fundamental importance of early professional development of novice teachers, support is often non-existent or insufficient – due to a lack of research-based evidence to justify funding and guide more efficacious processes for novice teacher induction. This idiographic study describes an ‘internal-external model’, whereby a former teacher is brought back to mentor three novices through their first year and their professional accreditation. Findings are discussed according to mentor qualities (communication, nurturing, non-hierarchical/equal) and mentor practices (independence, supportive executive, collaborative coach and resources/support). The study provides support for the external hybrid mentor model. Internal mentors (i.e. colleagues) often face time constraints, role ambiguity and potential conflicts of interests, all of which external (paid) mentors can overcome.
{"title":"Mentoring novice teachers","authors":"L. Ewing","doi":"10.1080/13611267.2021.1899585","DOIUrl":"https://doi.org/10.1080/13611267.2021.1899585","url":null,"abstract":"ABSTRACT The support received by novice teachers in their first-year impacts staff retention and overall teaching quality. Thus, a smooth transition into the profession has long-term, positive benefits for novice teachers and their students. However, despite the fundamental importance of early professional development of novice teachers, support is often non-existent or insufficient – due to a lack of research-based evidence to justify funding and guide more efficacious processes for novice teacher induction. This idiographic study describes an ‘internal-external model’, whereby a former teacher is brought back to mentor three novices through their first year and their professional accreditation. Findings are discussed according to mentor qualities (communication, nurturing, non-hierarchical/equal) and mentor practices (independence, supportive executive, collaborative coach and resources/support). The study provides support for the external hybrid mentor model. Internal mentors (i.e. colleagues) often face time constraints, role ambiguity and potential conflicts of interests, all of which external (paid) mentors can overcome.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"98 1","pages":"50 - 69"},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81091348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1080/13611267.2021.1899588
J. Mondisa, B. Packard, B. Montgomery
ABSTRACT Racial and gender disparities persist in science, technology, engineering, and mathematics (STEM) despite decades of mentoring interventions to improve recruitment and retention. We offer a STEM Mentoring Ecosystems (STEM-ME) framework to better situate, understand, and advance the mentoring systems that are needed to bring about change. We outline a STEM-ME framework, which we argue require shifts in perspective, expanding beyond individual mentees and mentors, as well as specialized mentoring programs, to analyze the mentoring ecosystems within which STEM mentoring operates. Next, we use this framework to examine and critique current mentoring infrastructure and mentor preparation; this includes an inventory of assets and gaps as pertaining to faculty, students, and administrators as mentors. Then, we examine how silos could be more synergistic, which new structures are needed, who and where the ecological stewards are, and implications for systems change. How the STEM-ME framework informs future empirical research and practice is discussed.
{"title":"Understanding what STEM mentoring ecosystems need to thrive: A STEM-ME framework","authors":"J. Mondisa, B. Packard, B. Montgomery","doi":"10.1080/13611267.2021.1899588","DOIUrl":"https://doi.org/10.1080/13611267.2021.1899588","url":null,"abstract":"ABSTRACT Racial and gender disparities persist in science, technology, engineering, and mathematics (STEM) despite decades of mentoring interventions to improve recruitment and retention. We offer a STEM Mentoring Ecosystems (STEM-ME) framework to better situate, understand, and advance the mentoring systems that are needed to bring about change. We outline a STEM-ME framework, which we argue require shifts in perspective, expanding beyond individual mentees and mentors, as well as specialized mentoring programs, to analyze the mentoring ecosystems within which STEM mentoring operates. Next, we use this framework to examine and critique current mentoring infrastructure and mentor preparation; this includes an inventory of assets and gaps as pertaining to faculty, students, and administrators as mentors. Then, we examine how silos could be more synergistic, which new structures are needed, who and where the ecological stewards are, and implications for systems change. How the STEM-ME framework informs future empirical research and practice is discussed.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"20 1","pages":"110 - 135"},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87316935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1080/13611267.2021.1899589
Youmen Chaaban, Li Wang, Xiangyun Du
ABSTRACT We report a comparative qualitative study conducted in Lebanon and China on mentoring approaches, their compatibility with expectations, and their facilitation of learning opportunities. Data sources included interviews, journals, and essays from 20 student teachers (STs), and interviews from 10 cooperating teachers (CTs). Findings indicate a dominant laissez-faire approach in the Lebanese context with negative compatibility with STs’ expectations, and an apprenticeship approach in the Chinese context with positive compatibility with STs’ expectations. Learning opportunities varied dependent on compatibility with expectations and socio-cultural factors. A transformative approach to mentoring and system supports are recommended to maximize learning opportunities during the practicum.
{"title":"Mentoring approaches and opportunities for learning to teach: a comparative study of the practicum experience in Lebanon and China","authors":"Youmen Chaaban, Li Wang, Xiangyun Du","doi":"10.1080/13611267.2021.1899589","DOIUrl":"https://doi.org/10.1080/13611267.2021.1899589","url":null,"abstract":"ABSTRACT We report a comparative qualitative study conducted in Lebanon and China on mentoring approaches, their compatibility with expectations, and their facilitation of learning opportunities. Data sources included interviews, journals, and essays from 20 student teachers (STs), and interviews from 10 cooperating teachers (CTs). Findings indicate a dominant laissez-faire approach in the Lebanese context with negative compatibility with STs’ expectations, and an apprenticeship approach in the Chinese context with positive compatibility with STs’ expectations. Learning opportunities varied dependent on compatibility with expectations and socio-cultural factors. A transformative approach to mentoring and system supports are recommended to maximize learning opportunities during the practicum.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"13 1","pages":"136 - 161"},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83204577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1080/13611267.2021.1899587
Mary E. Marshall, Jennifer Dobbs-Oates, T. Kunberger, Jackie Greene
ABSTRACT In this paper, we share the results of a cross-institutional study considering the impact serving as a peer mentor has on upper-level undergraduate students. Using a focus group methodology, we interviewed students in peer mentoring programs at two universities with the goal of identifying commonalities between the two sites regarding the benefits and challenges associated with serving in a peer mentoring capacity. Findings indicate that students acquired benefits in three broad categories: relational knowledge, self-awareness, and career development. Students faced challenges in three broad categories: learning the mentor role, relating to students, and student engagement. While differences in results can be attributed to programmatic variations, similarities suggest outcomes that could be generalizable to multiple programs and universities.
{"title":"The peer mentor experience: benefits and challenges in undergraduate programs","authors":"Mary E. Marshall, Jennifer Dobbs-Oates, T. Kunberger, Jackie Greene","doi":"10.1080/13611267.2021.1899587","DOIUrl":"https://doi.org/10.1080/13611267.2021.1899587","url":null,"abstract":"ABSTRACT In this paper, we share the results of a cross-institutional study considering the impact serving as a peer mentor has on upper-level undergraduate students. Using a focus group methodology, we interviewed students in peer mentoring programs at two universities with the goal of identifying commonalities between the two sites regarding the benefits and challenges associated with serving in a peer mentoring capacity. Findings indicate that students acquired benefits in three broad categories: relational knowledge, self-awareness, and career development. Students faced challenges in three broad categories: learning the mentor role, relating to students, and student engagement. While differences in results can be attributed to programmatic variations, similarities suggest outcomes that could be generalizable to multiple programs and universities.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"8 1","pages":"89 - 109"},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79339106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01Epub Date: 2021-10-16DOI: 10.1080/13611267.2021.1986797
Jordan Boeder, Veronica Fruiht, Kevin Erikson, Sarah Hwang, Giovanna Blanco, Thomas Chan
Receiving mentoring is positive associated with lasting career benefits for academic protégés; however, less is known about the connection to long-term career gains for mentors. In this study national sample of retired academics were surveyed to examine the associations between past mentoring behaviors and current evaluations of their careers. Participants (N=277) were on average 73.6 (SD=6.2) years old with 34.9 (SD=8.0) years of occupational tenure and 7.7 (SD=5.8) years post-retirement. Structural equation modeling results demonstrated that having more protégés (β=.19, p=.024) and engaging in more mentoring behaviors (β=.18, p=.027) were associated with objective career achievements. However, mentoring behaviors, and not the number of protégés, were linked to subjective career achievements (β=.33, p<.001). Interestingly, previous mentoring experiences were not related to career satisfaction. While prior research demonstrates that mentors experience short-term benefits from mentoring, the present study's findings suggest that mentors may also experience long-term objective and subjective career benefits.
{"title":"Reflecting on an Academic Career: Associations Between Past Mentoring Investments and Career Benefits.","authors":"Jordan Boeder, Veronica Fruiht, Kevin Erikson, Sarah Hwang, Giovanna Blanco, Thomas Chan","doi":"10.1080/13611267.2021.1986797","DOIUrl":"https://doi.org/10.1080/13611267.2021.1986797","url":null,"abstract":"<p><p>Receiving mentoring is positive associated with lasting career benefits for academic protégés; however, less is known about the connection to long-term career gains for mentors. In this study national sample of retired academics were surveyed to examine the associations between past mentoring behaviors and current evaluations of their careers. Participants (<i>N</i>=277) were on average 73.6 (<i>SD</i>=6.2) years old with 34.9 (<i>SD</i>=8.0) years of occupational tenure and 7.7 (<i>SD</i>=5.8) years post-retirement. Structural equation modeling results demonstrated that having more protégés (<i>β</i>=.19, <i>p</i>=.024) and engaging in more mentoring behaviors (<i>β</i>=.18, <i>p</i>=.027) were associated with objective career achievements. However, mentoring behaviors, and not the number of protégés, were linked to subjective career achievements (β=.33, p<.001). Interestingly, previous mentoring experiences were not related to career satisfaction. While prior research demonstrates that mentors experience short-term benefits from mentoring, the present study's findings suggest that mentors may also experience long-term objective and subjective career benefits.</p>","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"29 5","pages":"607-625"},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8651238/pdf/nihms-1751710.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39587106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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