Pub Date : 2022-09-25DOI: 10.1080/13611267.2022.2127255
Johanne Huart, L. Leduc, Nathanaël Laurent, P. Detroz, Natacha Martynow, Célia Charbaut, Déborah Malengrez, V. Vierset, I. Lambert, Laura Gabriel, Anne-Catherine Vieujean, Fabienne Compère, D. Verpoorten
ABSTRACT In order to investigate faculties’ barriers to mentoring freshmen within an interinstitutional (and possibly reluctant) context, a questionnaire survey (N = 390), based on the Theory of Planned Behavior, was conducted prior to the inception of a wide mentoring program involving nine Belgian higher education institutions. Stepwise multiple regressions pinpointed the predictors of faculty’s intention to participate in the program and their underlying beliefs. Results reveal that the obstacles commonly attributed to mentoring in the literature do not necessarily come out of this empirical approach and, conversely, that normative factors, underrepresented in research, can play an important role in resistance to or acceptance of mentoring. These findings contribute to a better knowledge of how likely freshmen instructors are to become involved in a mentoring program. It also has practical applications in helping to anticipate possible difficulties in implementing such a program. Lastly, the paper highlights practical implications for the Belgian consortium.
{"title":"Faculty’s barriers to mentoring freshmen within an interinstitutional context: applying the theory of planned behavior","authors":"Johanne Huart, L. Leduc, Nathanaël Laurent, P. Detroz, Natacha Martynow, Célia Charbaut, Déborah Malengrez, V. Vierset, I. Lambert, Laura Gabriel, Anne-Catherine Vieujean, Fabienne Compère, D. Verpoorten","doi":"10.1080/13611267.2022.2127255","DOIUrl":"https://doi.org/10.1080/13611267.2022.2127255","url":null,"abstract":"ABSTRACT In order to investigate faculties’ barriers to mentoring freshmen within an interinstitutional (and possibly reluctant) context, a questionnaire survey (N = 390), based on the Theory of Planned Behavior, was conducted prior to the inception of a wide mentoring program involving nine Belgian higher education institutions. Stepwise multiple regressions pinpointed the predictors of faculty’s intention to participate in the program and their underlying beliefs. Results reveal that the obstacles commonly attributed to mentoring in the literature do not necessarily come out of this empirical approach and, conversely, that normative factors, underrepresented in research, can play an important role in resistance to or acceptance of mentoring. These findings contribute to a better knowledge of how likely freshmen instructors are to become involved in a mentoring program. It also has practical applications in helping to anticipate possible difficulties in implementing such a program. Lastly, the paper highlights practical implications for the Belgian consortium.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82560145","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 : 2022-09-21DOI: 10.1080/13611267.2022.2127257
Ashley B. Heim, E. Holt
ABSTRACT Peer mentors can significantly influence the success of undergraduates, particularly in science programs for those identifying as first-generation and historically marginalized. We sought to better understand the roles and expectations of the peer mentors themselves in a pre-health program for first-generation students, many of whom identify as marginalized. Therefore, we asked: (1) What are the perceptions of peer mentors regarding their roles in providing (1) academic and (2) social support to mentees? We conducted interviews with five peer mentors of this pre-health program in Fall 2017 and Spring 2018. Our findings suggest that multiple benefits and challenges are perceived by peer mentors of this program in regard to academic and social roles–and that these perceptions are generally not exclusive to first generation-focused college programs. We suggest that in the future, similar pre-health programs should offer more pedagogical professional development opportunities for peer mentors and access to necessary course resources.
{"title":"Perceived social and academic roles of peer mentors in a pre-health college program","authors":"Ashley B. Heim, E. Holt","doi":"10.1080/13611267.2022.2127257","DOIUrl":"https://doi.org/10.1080/13611267.2022.2127257","url":null,"abstract":"ABSTRACT Peer mentors can significantly influence the success of undergraduates, particularly in science programs for those identifying as first-generation and historically marginalized. We sought to better understand the roles and expectations of the peer mentors themselves in a pre-health program for first-generation students, many of whom identify as marginalized. Therefore, we asked: (1) What are the perceptions of peer mentors regarding their roles in providing (1) academic and (2) social support to mentees? We conducted interviews with five peer mentors of this pre-health program in Fall 2017 and Spring 2018. Our findings suggest that multiple benefits and challenges are perceived by peer mentors of this program in regard to academic and social roles–and that these perceptions are generally not exclusive to first generation-focused college programs. We suggest that in the future, similar pre-health programs should offer more pedagogical professional development opportunities for peer mentors and access to necessary course resources.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74890229","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 : 2022-07-18DOI: 10.1080/13611267.2022.2092995
N. Templeton, S. Jeong, Elsa G. Villarreal, Supritha Kannan
{"title":"Editorial overview: mentoring for equity and access","authors":"N. Templeton, S. Jeong, Elsa G. Villarreal, Supritha Kannan","doi":"10.1080/13611267.2022.2092995","DOIUrl":"https://doi.org/10.1080/13611267.2022.2092995","url":null,"abstract":"","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85546192","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 : 2022-07-14DOI: 10.1080/13611267.2022.2091193
K. Arnold, Denise Deutschlander, J. Lewis
ABSTRACT Lower-income students with outstanding academic credentials often lack the knowledge and support to apply to highly ranked colleges and universities that they would be eligible to attend. This study investigated a national e-mentoring program, CollegePoint, that provided one-to-one mentoring to low- and moderate-income, high-achieving high school students. The 15-month mentoring program covered college choice, application, and financial aid processes. We employed a human ecology theoretical framework that highlights interactions among mentoring experiences, individual characteristics, and multiple environmental contexts. Results of 13 focus groups with e-mentors and interviews with 123 student participants and 8 project directors indicated that the virtual mentoring format was comfortable and often preferable to students. The remote mode of communication allowed for considerable variation in engagement, however, with some students consistently in contact with their mentors and others dropping out temporarily or permanently. Students who remained highly engaged with their mentors were those who needed help, felt a connection to their mentor, and appreciated the arms-length relationship enabled by the virtual format. For these students, e-mentoring gave them a realistic sense of their eligibility for admission to a range of selective colleges and helped them complete time-sensitive tasks and make thoughtful decisions. Consonant with ecological theory, CollegePoint appeared to act as a bridge between students’ immediate contexts and the policies, structures, and procedures related to college admissions and financial aid. When e-mentors were able to engage all aspects of students’ ecology, CollegePoint had the potential to transform the college application experience and even the self-concept of students.
{"title":"Someone on my side: The experiences of high-achieving, underserved high school students in an e-mentoring college access intervention","authors":"K. Arnold, Denise Deutschlander, J. Lewis","doi":"10.1080/13611267.2022.2091193","DOIUrl":"https://doi.org/10.1080/13611267.2022.2091193","url":null,"abstract":"ABSTRACT Lower-income students with outstanding academic credentials often lack the knowledge and support to apply to highly ranked colleges and universities that they would be eligible to attend. This study investigated a national e-mentoring program, CollegePoint, that provided one-to-one mentoring to low- and moderate-income, high-achieving high school students. The 15-month mentoring program covered college choice, application, and financial aid processes. We employed a human ecology theoretical framework that highlights interactions among mentoring experiences, individual characteristics, and multiple environmental contexts. Results of 13 focus groups with e-mentors and interviews with 123 student participants and 8 project directors indicated that the virtual mentoring format was comfortable and often preferable to students. The remote mode of communication allowed for considerable variation in engagement, however, with some students consistently in contact with their mentors and others dropping out temporarily or permanently. Students who remained highly engaged with their mentors were those who needed help, felt a connection to their mentor, and appreciated the arms-length relationship enabled by the virtual format. For these students, e-mentoring gave them a realistic sense of their eligibility for admission to a range of selective colleges and helped them complete time-sensitive tasks and make thoughtful decisions. Consonant with ecological theory, CollegePoint appeared to act as a bridge between students’ immediate contexts and the policies, structures, and procedures related to college admissions and financial aid. When e-mentors were able to engage all aspects of students’ ecology, CollegePoint had the potential to transform the college application experience and even the self-concept of students.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85238833","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 : 2022-07-12DOI: 10.1080/13611267.2022.2096805
Hannah M. Sunderman, Katie McCain, Lindsay J. Hastings
ABSTRACT The purpose of the current study was to explore the connection between generativity and mentoring. Specifically, ten college students who mentor shared stories illustrating the link they perceived between mentoring and generativity. A cross-case analysis was utilized to explore the data and connect the developmental/environmental factors of leader identity (i.e. motivations to mentor) with generative themes (i.e. how participants mentored or were mentored). The cross-case analysis resulted in three overarching mentoring styles: Guide, Relator, and Friend. Findings from the current study have implications for leadership educators, mentoring programs, and college student development scholars.
{"title":"‘Under my wing’: exploring the connection between generativity and mentoring through storytelling","authors":"Hannah M. Sunderman, Katie McCain, Lindsay J. Hastings","doi":"10.1080/13611267.2022.2096805","DOIUrl":"https://doi.org/10.1080/13611267.2022.2096805","url":null,"abstract":"ABSTRACT The purpose of the current study was to explore the connection between generativity and mentoring. Specifically, ten college students who mentor shared stories illustrating the link they perceived between mentoring and generativity. A cross-case analysis was utilized to explore the data and connect the developmental/environmental factors of leader identity (i.e. motivations to mentor) with generative themes (i.e. how participants mentored or were mentored). The cross-case analysis resulted in three overarching mentoring styles: Guide, Relator, and Friend. Findings from the current study have implications for leadership educators, mentoring programs, and college student development scholars.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78621907","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 : 2022-07-08DOI: 10.1080/13611267.2022.2091196
Minh Nguyet Nguyen
ABSTRACT Drawing on Foucault’s governmentality, this study examines five academic mentors’ narratives of their experiences in a Vietnamese university. The data collected through semi-structured interviews show how the participants responded to the government’s, the institution’s and cultural influences on their mentoring practice. They were able to form their own judgment, knew of the institution mentoring’s failings and reformed the discourses through which they were positioned. They downplayed the hierarchy in the relationship, negotiating their culturally and socially constructed patronage role and reporting power. By embracing the resistance discourse, they shaped themselves as active, knowing, and moral subjects. The ‘gaze’ from the government, institution, and culture, however, created a level of assimilation and prevented them from disturbing the mainstream mentoring. The study additionally advances knowledge of academic mentoring and Vietnamese HE governance.
{"title":"Navigating academic mentorship as active, knowing, and moral subjects","authors":"Minh Nguyet Nguyen","doi":"10.1080/13611267.2022.2091196","DOIUrl":"https://doi.org/10.1080/13611267.2022.2091196","url":null,"abstract":"ABSTRACT Drawing on Foucault’s governmentality, this study examines five academic mentors’ narratives of their experiences in a Vietnamese university. The data collected through semi-structured interviews show how the participants responded to the government’s, the institution’s and cultural influences on their mentoring practice. They were able to form their own judgment, knew of the institution mentoring’s failings and reformed the discourses through which they were positioned. They downplayed the hierarchy in the relationship, negotiating their culturally and socially constructed patronage role and reporting power. By embracing the resistance discourse, they shaped themselves as active, knowing, and moral subjects. The ‘gaze’ from the government, institution, and culture, however, created a level of assimilation and prevented them from disturbing the mainstream mentoring. The study additionally advances knowledge of academic mentoring and Vietnamese HE governance.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81174377","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 : 2022-07-04DOI: 10.1080/13611267.2022.2091194
Heidi Batiste, Ramona W. Denby, J. Brinson
ABSTRACT The purpose of this article is to examine the role that cultural identity development plays in understanding cross-cultural mentoring encounters between White faculty and faculty of color. The authors apply a theory adaptation to present the components of a conceptual framework for developing mentoring approaches that consider a person’s cultural identity stage of development. Using a systematic approach, the authors consider the fundamental principles of cultural identity development theory combined with higher education contextual conditions, resulting in an approach by which mentors and protégés could govern their interactions. We conclude with implications for mentoring program administrators, faculty, and leaders in higher education.
{"title":"Cross-cultural mentoring in higher education: the use of a cultural identity development model","authors":"Heidi Batiste, Ramona W. Denby, J. Brinson","doi":"10.1080/13611267.2022.2091194","DOIUrl":"https://doi.org/10.1080/13611267.2022.2091194","url":null,"abstract":"ABSTRACT The purpose of this article is to examine the role that cultural identity development plays in understanding cross-cultural mentoring encounters between White faculty and faculty of color. The authors apply a theory adaptation to present the components of a conceptual framework for developing mentoring approaches that consider a person’s cultural identity stage of development. Using a systematic approach, the authors consider the fundamental principles of cultural identity development theory combined with higher education contextual conditions, resulting in an approach by which mentors and protégés could govern their interactions. We conclude with implications for mentoring program administrators, faculty, and leaders in higher education.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77856611","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 : 2022-07-01DOI: 10.1080/13611267.2022.2095118
J. Prado, Jenna M. LaChenaye, Jenelle Hodges, Susan Spezzini, J. Austin
ABSTRACT To understand the role of mentoring more clearly as an incentive for teachers to complete a graduate degree, faculty members examined motivators for in-service teachers to complete a Master of Arts in Education (MA) program in English as a Second Language (ESL) at a public research university (RU) in the southeastern United States (U.S.). In this qualitative five-year study, we analyzed focus groups of in-service teachers from three public school districts in the southeastern United States who participated in cohorts on effective English learner instruction. Findings suggest that increased teacher completion rates relate to motivators associated with relational mentoring nested within the systemic support structure of cohorts and distinctive social network of professional learning communities (PLCs). Our study contributes to research literature by describing how relational mentoring, when nurtured through faculty as well as within cohorts and PLCs, supported teachers in completing an ESL master’s degree.
{"title":"Relational mentoring and teacher motivation in an english as a second language master’s program: a five-year study in the context of cohorts and professional learning communities","authors":"J. Prado, Jenna M. LaChenaye, Jenelle Hodges, Susan Spezzini, J. Austin","doi":"10.1080/13611267.2022.2095118","DOIUrl":"https://doi.org/10.1080/13611267.2022.2095118","url":null,"abstract":"ABSTRACT To understand the role of mentoring more clearly as an incentive for teachers to complete a graduate degree, faculty members examined motivators for in-service teachers to complete a Master of Arts in Education (MA) program in English as a Second Language (ESL) at a public research university (RU) in the southeastern United States (U.S.). In this qualitative five-year study, we analyzed focus groups of in-service teachers from three public school districts in the southeastern United States who participated in cohorts on effective English learner instruction. Findings suggest that increased teacher completion rates relate to motivators associated with relational mentoring nested within the systemic support structure of cohorts and distinctive social network of professional learning communities (PLCs). Our study contributes to research literature by describing how relational mentoring, when nurtured through faculty as well as within cohorts and PLCs, supported teachers in completing an ESL master’s degree.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78161215","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 : 2022-05-27DOI: 10.1080/13611267.2022.2086734
N. Templeton, S. Jeong, Elsa G. Villarreal
explored some of the barriers hindering mentoring effectiveness. Using a qualitative thematic approach, data from four pub-lished studies were analyzed. Three groups of themes emerged as the most common barriers in teacher education, and the study explored these themes with positive conclusions and recommendations for professional practice.
{"title":"Editorial overview: mentoring to support professional knowledge","authors":"N. Templeton, S. Jeong, Elsa G. Villarreal","doi":"10.1080/13611267.2022.2086734","DOIUrl":"https://doi.org/10.1080/13611267.2022.2086734","url":null,"abstract":"explored some of the barriers hindering mentoring effectiveness. Using a qualitative thematic approach, data from four pub-lished studies were analyzed. Three groups of themes emerged as the most common barriers in teacher education, and the study explored these themes with positive conclusions and recommendations for professional practice.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77260758","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 : 2022-05-01DOI: 10.1080/13611267.2022.2070991
F. Rillotta, Charlotte Gobec, Cassandra Gibson-Pope
ABSTRACT Benefits of peer mentoring include learning to collaborate , developing relationships, skill development and career clarity. This study aimed to explore the lived experiences of undergraduate university students mentoring a person with intellectual disability as part of their university practicum placement. Using a qualitative approach, peer mentors (N=11) were asked to reflect on their Up the Hill Project experience, at an Australian program supporting inclusion of adults with intellectual disability at university. Thematic analysis of interviews revealed four key themes: career development and learning; enabling positive outcomes; being a mentor; and barriers and challenges. Mentors reported a positive experience related to professional learning and development. The mentoring experience was strengthened by effective support structures and the reciprocity of the mentor-mentee relationship. Findings suggest that mentoring as part of a university practicum can be a positive, worthwhile learning experience, particularly regarding professional development for future employment in the disability field.
{"title":"Experiences of mentoring university students with an intellectual disability as part of a practicum placement","authors":"F. Rillotta, Charlotte Gobec, Cassandra Gibson-Pope","doi":"10.1080/13611267.2022.2070991","DOIUrl":"https://doi.org/10.1080/13611267.2022.2070991","url":null,"abstract":"ABSTRACT Benefits of peer mentoring include learning to collaborate , developing relationships, skill development and career clarity. This study aimed to explore the lived experiences of undergraduate university students mentoring a person with intellectual disability as part of their university practicum placement. Using a qualitative approach, peer mentors (N=11) were asked to reflect on their Up the Hill Project experience, at an Australian program supporting inclusion of adults with intellectual disability at university. Thematic analysis of interviews revealed four key themes: career development and learning; enabling positive outcomes; being a mentor; and barriers and challenges. Mentors reported a positive experience related to professional learning and development. The mentoring experience was strengthened by effective support structures and the reciprocity of the mentor-mentee relationship. Findings suggest that mentoring as part of a university practicum can be a positive, worthwhile learning experience, particularly regarding professional development for future employment in the disability field.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84890187","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}
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