Pub Date : 2022-03-15DOI: 10.1080/13611267.2022.2057100
M. Stockkamp, Veronica M. Godshalk
ABSTRACT Mentoring traditionally is described as a relationship in which the protégé learns through mentoring functions provided by the mentor. However, researchers continue to question how mentors profit from this relationship. Drawing from social exchange theory, the current study aims to examine the mutually beneficial nature of the mentoring relationship by examining antecedents for and learning outcomes of mentoring relationships for mentor and protégé simultaneously. We collected data from 146 mentoring teams in a student peer-mentoring program of a German university at three points of measurement. Results were consistent with our hypotheses in that mentor and protégé learning goal orientation and meeting frequency predict mentoring functions received by protégés, which in turn, were related to mentor and protégé learning. By concurrently investigating mentor and protégé learning, at the individual and team levels, this research further demonstrates how mentoring may be a mutually beneficial learning relationship.
{"title":"Mutual learning in peer mentoring: effects on mentors and protégés","authors":"M. Stockkamp, Veronica M. Godshalk","doi":"10.1080/13611267.2022.2057100","DOIUrl":"https://doi.org/10.1080/13611267.2022.2057100","url":null,"abstract":"ABSTRACT Mentoring traditionally is described as a relationship in which the protégé learns through mentoring functions provided by the mentor. However, researchers continue to question how mentors profit from this relationship. Drawing from social exchange theory, the current study aims to examine the mutually beneficial nature of the mentoring relationship by examining antecedents for and learning outcomes of mentoring relationships for mentor and protégé simultaneously. We collected data from 146 mentoring teams in a student peer-mentoring program of a German university at three points of measurement. Results were consistent with our hypotheses in that mentor and protégé learning goal orientation and meeting frequency predict mentoring functions received by protégés, which in turn, were related to mentor and protégé learning. By concurrently investigating mentor and protégé learning, at the individual and team levels, this research further demonstrates how mentoring may be a mutually beneficial learning relationship.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90521781","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 : 2022-01-01DOI: 10.1080/13611267.2022.2044705
N. Templeton, S. Jeong, Elsa G. Villarreal
This issue of Mentoring and Tutoring: Partnership in Learning Journal includes reported research on formal and informal mentoring strategies from scholars representing New York and New Jersey in the United States, as well as Australia, Ghana, United Arab Emirates, New Zealand, and Canada. The authors critically examine the extent to which mentoring practices, perhaps better described as mentoring perspectives, align with mentoring theories. To situate the narratives perhaps better, it is first prudent to understand the differences between formal and informal mentoring. Formal mentoring formal is predominantly associated with career support, while informal mentoring is typically associated with psychological support. While the synthesis of emergent literature on formal versus informal mentoring is less discerning and often differs by discipline, Irby, Abdelrahman, Lara-Alecio, and Allen (2020) posit that formal mentoring is structured, whereby more experienced individuals (mentors) are carefully selected to distribute skills and knowledge to lesser-experienced individuals or groups (mentees). Alternatively, informal mentoring is often more organic and interactive, such that the relationship between two people is centered on gaining insight, knowledge, and support from each other (Irby, 2008). Irrespective of the type or model of mentoring, transferring experiences and understandings is a developmental and fluid process; one that often requires immense determination and sacrifice. The collective research within this issue explores different mentoring perspectives; from faculty-mentored undergraduate research, to mentoring preservice teacher education interns, to the efficacy of mentoring programs in the tenure and promotion process, to student-led peer mentoring. While influenced by context and purpose, the theoretical undergirding of each manuscript creates a funneled lens by which the reader is drawn into a lucid experience that bridges the gap between theory and practice. The Editorial Board of Mentoring & Tutoring invites more contributions to the literature that further advances the building of capacity through mentoring in all facets of professional practice. In the lead article, Student Teachers and their Mentors: Differing Perspectives of the Mentoring Experience During Initial Teacher Training in Ghana, Kuyini, Abukari and Abubakari, guided by the framework of mentor as role model, explored MENTORING & TUTORING: PARTNERSHIP IN LEARNING 2022, VOL. 30, NO. 1, 1–5 https://doi.org/10.1080/13611267.2022.2044705
{"title":"Editorial overview: contextualized mentoring models: from theory to practice","authors":"N. Templeton, S. Jeong, Elsa G. Villarreal","doi":"10.1080/13611267.2022.2044705","DOIUrl":"https://doi.org/10.1080/13611267.2022.2044705","url":null,"abstract":"This issue of Mentoring and Tutoring: Partnership in Learning Journal includes reported research on formal and informal mentoring strategies from scholars representing New York and New Jersey in the United States, as well as Australia, Ghana, United Arab Emirates, New Zealand, and Canada. The authors critically examine the extent to which mentoring practices, perhaps better described as mentoring perspectives, align with mentoring theories. To situate the narratives perhaps better, it is first prudent to understand the differences between formal and informal mentoring. Formal mentoring formal is predominantly associated with career support, while informal mentoring is typically associated with psychological support. While the synthesis of emergent literature on formal versus informal mentoring is less discerning and often differs by discipline, Irby, Abdelrahman, Lara-Alecio, and Allen (2020) posit that formal mentoring is structured, whereby more experienced individuals (mentors) are carefully selected to distribute skills and knowledge to lesser-experienced individuals or groups (mentees). Alternatively, informal mentoring is often more organic and interactive, such that the relationship between two people is centered on gaining insight, knowledge, and support from each other (Irby, 2008). Irrespective of the type or model of mentoring, transferring experiences and understandings is a developmental and fluid process; one that often requires immense determination and sacrifice. The collective research within this issue explores different mentoring perspectives; from faculty-mentored undergraduate research, to mentoring preservice teacher education interns, to the efficacy of mentoring programs in the tenure and promotion process, to student-led peer mentoring. While influenced by context and purpose, the theoretical undergirding of each manuscript creates a funneled lens by which the reader is drawn into a lucid experience that bridges the gap between theory and practice. The Editorial Board of Mentoring & Tutoring invites more contributions to the literature that further advances the building of capacity through mentoring in all facets of professional practice. In the lead article, Student Teachers and their Mentors: Differing Perspectives of the Mentoring Experience During Initial Teacher Training in Ghana, Kuyini, Abukari and Abubakari, guided by the framework of mentor as role model, explored MENTORING & TUTORING: PARTNERSHIP IN LEARNING 2022, VOL. 30, NO. 1, 1–5 https://doi.org/10.1080/13611267.2022.2044705","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86343299","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 : 2022-01-01DOI: 10.1080/13611267.2022.2030187
Katherine Lyon, Heather Holroyd, N. Malette, K. Greer, Silvia K. Bartolic
ABSTRACT Most peer-mentoring research examines structured programs with faculty or staff facilitation, overlooking programs that are student-initiated and student-led. We present data from focus groups with participants of a student-led peer-mentoring program at a large North American University. This case study addresses two research questions: 1) how do peer mentors and mentees perceive the student-led nature of the program? and 2) what institutional assistance do participants expect for their program? Findings demonstrate the value students place in the program being student-led and why it is important for this type of programming to be decoupled from institutional interests. We also outline three ways in which institutional support that does not infringe upon student-led directives can be provided.
{"title":"Owning the conversation: mentor and mentee perceptions of student-led peer mentoring","authors":"Katherine Lyon, Heather Holroyd, N. Malette, K. Greer, Silvia K. Bartolic","doi":"10.1080/13611267.2022.2030187","DOIUrl":"https://doi.org/10.1080/13611267.2022.2030187","url":null,"abstract":"ABSTRACT Most peer-mentoring research examines structured programs with faculty or staff facilitation, overlooking programs that are student-initiated and student-led. We present data from focus groups with participants of a student-led peer-mentoring program at a large North American University. This case study addresses two research questions: 1) how do peer mentors and mentees perceive the student-led nature of the program? and 2) what institutional assistance do participants expect for their program? Findings demonstrate the value students place in the program being student-led and why it is important for this type of programming to be decoupled from institutional interests. We also outline three ways in which institutional support that does not infringe upon student-led directives can be provided.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91201145","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 : 2022-01-01DOI: 10.1080/13611267.2022.2031085
V. Schindler, J. Boney
ABSTRACT Students with various Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5) diagnoses have increasingly enrolled in colleges and universities. Although graduation rates are lower for this group, some students succeed, and mentoring programs are increasingly part of this success. The purpose of this article is to describe a university-based structured mentoring program and outline the quantitative and qualitative findings that promoted success for 30 students with various DSM-5 diagnoses who subsequently graduated from the university. Quantitative (retrospective and, one-group pretest/posttest) and qualitative designs (phenomenological) were used. Statistical significance was achieved for an increase in Grade Point Average (GPA). Qualitative themes promoting success in college included characteristics of the mentoring program, students’ internal characteristics, and external supports. This study contributes to the growing literature on the contributions of mentoring programs and students with DSM-5 diagnoses who benefit from them.
{"title":"Characteristics contributing to graduation for university students with DSM-5 diagnoses after completion of a mentoring program","authors":"V. Schindler, J. Boney","doi":"10.1080/13611267.2022.2031085","DOIUrl":"https://doi.org/10.1080/13611267.2022.2031085","url":null,"abstract":"ABSTRACT Students with various Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5) diagnoses have increasingly enrolled in colleges and universities. Although graduation rates are lower for this group, some students succeed, and mentoring programs are increasingly part of this success. The purpose of this article is to describe a university-based structured mentoring program and outline the quantitative and qualitative findings that promoted success for 30 students with various DSM-5 diagnoses who subsequently graduated from the university. Quantitative (retrospective and, one-group pretest/posttest) and qualitative designs (phenomenological) were used. Statistical significance was achieved for an increase in Grade Point Average (GPA). Qualitative themes promoting success in college included characteristics of the mentoring program, students’ internal characteristics, and external supports. This study contributes to the growing literature on the contributions of mentoring programs and students with DSM-5 diagnoses who benefit from them.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82073175","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 : 2022-01-01DOI: 10.1080/13611267.2022.2030186
Hinako Takeuchi, R. Ruegg
ABSTRACT This project aimed to evaluate the effectiveness of an academic success center at a Japanese public university, in terms of the reciprocal learning that took place during academic writing and reading tutorials and the academic achievement of tutees. Using a multi-method design, the researchers analyzed feedback data from tutors and tutees, and Grade Point Averages (GPA) of tutees and non-users.Questionnaire feedback from both peer tutors and tutees was analysed to understand what learning took place during sessions . The results from one semester of data collection and examples of learning shared by tutors and tutees on the feedback forms are explained. Additionally, a one-way ANOVA was conducted to compare GPA at the beginning and end of the semester, along with changes in GPA of tutees and non-users. This paper aims tocontribute to better understanding the role for academic success centers, especially in relation to the growing context of English-medium instruction.
{"title":"Towards a better understanding of an academic success center in an EMI context","authors":"Hinako Takeuchi, R. Ruegg","doi":"10.1080/13611267.2022.2030186","DOIUrl":"https://doi.org/10.1080/13611267.2022.2030186","url":null,"abstract":"ABSTRACT This project aimed to evaluate the effectiveness of an academic success center at a Japanese public university, in terms of the reciprocal learning that took place during academic writing and reading tutorials and the academic achievement of tutees. Using a multi-method design, the researchers analyzed feedback data from tutors and tutees, and Grade Point Averages (GPA) of tutees and non-users.Questionnaire feedback from both peer tutors and tutees was analysed to understand what learning took place during sessions . The results from one semester of data collection and examples of learning shared by tutors and tutees on the feedback forms are explained. Additionally, a one-way ANOVA was conducted to compare GPA at the beginning and end of the semester, along with changes in GPA of tutees and non-users. This paper aims tocontribute to better understanding the role for academic success centers, especially in relation to the growing context of English-medium instruction.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76823691","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 : 2022-01-01DOI: 10.1080/13611267.2022.2031084
A. Allocco, Maureen Vandermaas-Peeler, Eric Hall, C. Ketcham, M. Idris, Jennifer A. Hamel, David J. (Sandy) Marshall
ABSTRACT By participating in faculty-mentored undergraduate research in global (domestic and international) contexts, students may integrate global learning, cultural humility, problem-solving, and ethical engagement with community partners while also developing foundational research knowledge and skills. We utilize an ecological framework to describe institutional supports and interrelationships between faculty mentors and students in our institutional context and highlight salient mentoring practices and models that facilitate collaboration and student learning within and across environments. Through four descriptive case studies, faculty mentors describe the rich cultural contexts in which the research occurs; elucidate the salient mentoring practices utilized to support students’ personal and intellectual development; discuss constellations of mentors spanning different institutions, communities, and countries; and identify key institutional supports within the ecological framework. Each case highlights pedagogies and identifies practices that may be applied to a variety of research programs.
{"title":"Undergraduate research in the global context: models and practices for high-quality mentoring","authors":"A. Allocco, Maureen Vandermaas-Peeler, Eric Hall, C. Ketcham, M. Idris, Jennifer A. Hamel, David J. (Sandy) Marshall","doi":"10.1080/13611267.2022.2031084","DOIUrl":"https://doi.org/10.1080/13611267.2022.2031084","url":null,"abstract":"ABSTRACT By participating in faculty-mentored undergraduate research in global (domestic and international) contexts, students may integrate global learning, cultural humility, problem-solving, and ethical engagement with community partners while also developing foundational research knowledge and skills. We utilize an ecological framework to describe institutional supports and interrelationships between faculty mentors and students in our institutional context and highlight salient mentoring practices and models that facilitate collaboration and student learning within and across environments. Through four descriptive case studies, faculty mentors describe the rich cultural contexts in which the research occurs; elucidate the salient mentoring practices utilized to support students’ personal and intellectual development; discuss constellations of mentors spanning different institutions, communities, and countries; and identify key institutional supports within the ecological framework. Each case highlights pedagogies and identifies practices that may be applied to a variety of research programs.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78351305","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 : 2022-01-01DOI: 10.1080/13611267.2022.2030184
Laureen H. Smith, R. Petosa, Ms Courtney Sexton
ABSTRACT Appalachian youth are highconsumers of added dietary sugar and are very sedentary. Mentoring to be Active trains teens to deliver atheoretically based program to promote home-based physical activity (PA) and reduce dietary sugar among rural Appalachian youth. For this pre-test/post-test pilot study, 52 seventh graders from two Appalachian schools participated as mentees. Twenty-two 10th grade students served as peer mentors. The study estimated sedentary activity,and physical activity by accelerometers and dietary sugars (snacks, beverages) during ‘out of school’ time. Descriptive statistics and effect sizes (ES) were calculated. When the pre-post standard deviations differed, Hedge’s g were reported. Sedentary activity decreased 36.7% (ES = .798). Moderate activity levels increased 16.5% (ES = .359). Vigorous activity increased 88% (ES = .359). Sugary- beverages declined over 4 ½ servings. Sugary snacks declined 2 ¼ servings. Peer mentoring is a strategy to promote social support for healthier behaviors among youth at risk for obesity and co-morbidities. Accelerometers rigorously assessed physical activity during ‘out of school’ time in rural youth.
{"title":"Evaluating the effectiveness of ‘mentoring to be active’ for rural Appalachian middle school youth on physical activity and dietary sugar consumption during ‘out of school’ time","authors":"Laureen H. Smith, R. Petosa, Ms Courtney Sexton","doi":"10.1080/13611267.2022.2030184","DOIUrl":"https://doi.org/10.1080/13611267.2022.2030184","url":null,"abstract":"ABSTRACT Appalachian youth are highconsumers of added dietary sugar and are very sedentary. Mentoring to be Active trains teens to deliver atheoretically based program to promote home-based physical activity (PA) and reduce dietary sugar among rural Appalachian youth. For this pre-test/post-test pilot study, 52 seventh graders from two Appalachian schools participated as mentees. Twenty-two 10th grade students served as peer mentors. The study estimated sedentary activity,and physical activity by accelerometers and dietary sugars (snacks, beverages) during ‘out of school’ time. Descriptive statistics and effect sizes (ES) were calculated. When the pre-post standard deviations differed, Hedge’s g were reported. Sedentary activity decreased 36.7% (ES = .798). Moderate activity levels increased 16.5% (ES = .359). Vigorous activity increased 88% (ES = .359). Sugary- beverages declined over 4 ½ servings. Sugary snacks declined 2 ¼ servings. Peer mentoring is a strategy to promote social support for healthier behaviors among youth at risk for obesity and co-morbidities. Accelerometers rigorously assessed physical activity during ‘out of school’ time in rural youth.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89009095","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 : 2022-01-01DOI: 10.1080/13611267.2022.2030185
Wendy Nielsen, Sharon K Tindall-Ford, Lynn Sheridan
ABSTRACT The purpose of this study was to elaborate the knowledge of the supervising teacher as enacted through mentor-mentee conversations that occur during practicum. An interpretivist framework using Clarke et al.’s (2014) Categories of Participation was used to consider how supervising teacher knowledge manifests in mentoring conversations with the preservice teacher. Case study methods captured conversations in situ when dyad pairs (n = 5) discussed a particular lesson developed and taught by the preservice teacher. The results illustrate three Categories of Participation as most frequent, providing insight into supervising teachers’ knowledge base. An important finding from this study is the value of mentoring conversations for ‘making visible’ classroom teacher practices and knowledge to the preservice teacher during the practicum, which has implications for the professional development of supervising teachers.
摘要本研究的目的是详细说明指导教师在实习期间通过导师与学员的对话所获得的知识。使用Clarke et al.(2014)的参与类别的解释主义框架来考虑监督教师知识如何在与职前教师的指导对话中体现出来。案例研究方法捕捉了两对(n = 5)讨论由职前教师开发和教授的特定课程时的现场对话。结果表明，参与的三种类型是最常见的，为监督教师的知识库提供了见解。本研究的一个重要发现是，在实习期间，指导对话对职前教师“展示”课堂教师的实践和知识的价值，这对指导教师的专业发展具有启示意义。
{"title":"Mentoring conversations in preservice teacher supervision: knowledge for mentoring in categories of participation","authors":"Wendy Nielsen, Sharon K Tindall-Ford, Lynn Sheridan","doi":"10.1080/13611267.2022.2030185","DOIUrl":"https://doi.org/10.1080/13611267.2022.2030185","url":null,"abstract":"ABSTRACT The purpose of this study was to elaborate the knowledge of the supervising teacher as enacted through mentor-mentee conversations that occur during practicum. An interpretivist framework using Clarke et al.’s (2014) Categories of Participation was used to consider how supervising teacher knowledge manifests in mentoring conversations with the preservice teacher. Case study methods captured conversations in situ when dyad pairs (n = 5) discussed a particular lesson developed and taught by the preservice teacher. The results illustrate three Categories of Participation as most frequent, providing insight into supervising teachers’ knowledge base. An important finding from this study is the value of mentoring conversations for ‘making visible’ classroom teacher practices and knowledge to the preservice teacher during the practicum, which has implications for the professional development of supervising teachers.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88777382","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 : 2022-01-01DOI: 10.1080/13611267.2022.2031086
E. Bradley, Nan Eileen Mead
ABSTRACT Underrepresented minority (URM) faculty hold about 10% of tenured positions, despite URM comprising more than 30% of the United States population; thus, disparities remain in the recruitment, development, retention and promotion of diverse faculty in large part because of a lack of mentoring. Research suggests that mentoring from senior URM faculty will lower URM faculty attrition rates and lead to success in tenure and promotion. The purpose of this study was to evaluate the effectiveness of a mentoring program for new URM faculty in the areas of teaching, advising, research, service, and mastery of subject matter. New URM faculty were matched with URM mentors and received monthly virtual mentoring. Results demonstrated substantial growth in each area post-program, with statistically significant outcomes in the areas of teaching and advising. Faculty reported substantial benefits including sharing experiences, relationship building, lessened feelings of isolation, and increased knowledge of tenure and promotion expectations.
{"title":"Underrepresented faculty mentoring at a distance: program implementation and evaluation","authors":"E. Bradley, Nan Eileen Mead","doi":"10.1080/13611267.2022.2031086","DOIUrl":"https://doi.org/10.1080/13611267.2022.2031086","url":null,"abstract":"ABSTRACT Underrepresented minority (URM) faculty hold about 10% of tenured positions, despite URM comprising more than 30% of the United States population; thus, disparities remain in the recruitment, development, retention and promotion of diverse faculty in large part because of a lack of mentoring. Research suggests that mentoring from senior URM faculty will lower URM faculty attrition rates and lead to success in tenure and promotion. The purpose of this study was to evaluate the effectiveness of a mentoring program for new URM faculty in the areas of teaching, advising, research, service, and mastery of subject matter. New URM faculty were matched with URM mentors and received monthly virtual mentoring. Results demonstrated substantial growth in each area post-program, with statistically significant outcomes in the areas of teaching and advising. Faculty reported substantial benefits including sharing experiences, relationship building, lessened feelings of isolation, and increased knowledge of tenure and promotion expectations.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84831634","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 : 2022-01-01DOI: 10.1080/13611267.2022.2031083
Ahmed Bawa Kuyini, A. Abukari, M. A. Rashid
ABSTRACT This study explored student teachers’ (mentees) and their mentors’ perspectives of the mentoring during initial teaching practice in Ghana. Guided by the framework of mentor as role model, peer support and sponsor, a 15-item questionnaire (Mentoring Support Scale) – premised on four factors – was combined with two open-ended questions to gather data. A total 321 student teachers (mentees) and their mentors participated in the study. Quantitative procedures (descriptive, t-tests, ANOVA) and qualitative procedures (thematic analysis) were used to analyse the data. The results showed that mentors rated themselves higher than student teachers (mentees) as providing more support in the mentoring situation. Factor analysis confirmed the proposed four-factor model designed to measure the mentoring engagement/relationship in Ghana. The challenges of the mentoring program include limited support, inadequate communication and feedback. How to address these issues are discussed with respect to preparation before teaching practice and the mentoring interactions in schools.
{"title":"Student teachers and their mentors: differing perspectives of the mentoring experience during initial teacher training in Ghana","authors":"Ahmed Bawa Kuyini, A. Abukari, M. A. Rashid","doi":"10.1080/13611267.2022.2031083","DOIUrl":"https://doi.org/10.1080/13611267.2022.2031083","url":null,"abstract":"ABSTRACT This study explored student teachers’ (mentees) and their mentors’ perspectives of the mentoring during initial teaching practice in Ghana. Guided by the framework of mentor as role model, peer support and sponsor, a 15-item questionnaire (Mentoring Support Scale) – premised on four factors – was combined with two open-ended questions to gather data. A total 321 student teachers (mentees) and their mentors participated in the study. Quantitative procedures (descriptive, t-tests, ANOVA) and qualitative procedures (thematic analysis) were used to analyse the data. The results showed that mentors rated themselves higher than student teachers (mentees) as providing more support in the mentoring situation. Factor analysis confirmed the proposed four-factor model designed to measure the mentoring engagement/relationship in Ghana. The challenges of the mentoring program include limited support, inadequate communication and feedback. How to address these issues are discussed with respect to preparation before teaching practice and the mentoring interactions in schools.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83330234","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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