Facilitated group mentoring develops key career competencies for university women: a case study

McCormack, Coralie; West, Damian

doi:10.1080/13611260600739290

Cited by 34 publications

(45 citation statements)

References 29 publications

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“…In formal mentoring relationships, it may be the case that the mentee has several mentors, each of whom takes on a different phase of the relationship. As noted by McCormack and West's (2006) multiple mentors throughout the life of a mentoring program were the key to successful outcomes for the participants. In some professions or training situations, the mentoring is defined by a series of short term, formal relationships that address the learning and/or practice of specific skills and knowledge (D'Abate & Eddy, 2008).…”

Section: Other Influences On the Roles Of Mentors And Menteesmentioning

confidence: 99%

“…Even in the pre-service teacher education context, the definitions vary greatly giving the reader differing impressions as to what mentoring is. Most definitions suggest a hierarchical relationship in which the mentor is more experienced than the mentee, or that the mentor has or can provide knowledge and skills that the mentee wants or needs (McCormack & West, 2006;Aladejana, Aladejana & Ehindero, 2006;Fowler & O'Gorman, 2005;Hayes, 2001;Billett, 2003;Price & Chen, 2003). Smith (2007, p.277) defines mentoring as 'a particular mode of learning wherein the mentor not only supports the mentee, but also challenges them productively so that progress is made'.…”

Section: What Is Mentoring?mentioning

confidence: 99%

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The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships

Ambrosetti

Dekkers

2010

AJTE

199

166

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Section: Other Influences On the Roles Of Mentors And Menteesmentioning

confidence: 99%

Section: What Is Mentoring?mentioning

confidence: 99%

The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships

Ambrosetti

Dekkers

2010

AJTE

199

166

View full text Add to dashboard Cite

“…One or two individuals cannot meet all of a person's professional needs, warranting the establishment and use of a mentoring network (McCormack & West, 2006). Kram and Isabella's (1985) continuum of peer mentors provides a starting point of the varied types of mentors one might have in a network.…”

Section: Mentoring Resistance and Strategies For Black Women In Higmentioning

confidence: 99%

Outsiders within the Academy: Strategies for Resistance and Mentoring African American Women

Henderson¹

2010

Michigan Family Review

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Black Feminist Thought is used to identify some of the tensions experienced by African American women faculty holding positions in predominately White institutions: (a) the mammy-sapphire continuum of existence, (b) inequality without reverence to credentials and expertise, and (c) privilege and dismissing intersectionality. Peer mentoring is discussed as a tool of resistance. Other forms of resistance include: using counter narratives, identifying the issue, defining and evaluating self, relinquishing representations offered by others, seeking and using work-life resources, and securing required resources.Key words: Black Feminist Thought, Gender, Mentoring, Peer Mentoring, Race, ResistanceWe, African American women professionals in higher education, make visible the continued presence of race and gender oppression, and the hegemony that supports systems of oppression within the academy (Dillard, 2000; Patton, 2004ab). Race and gender differences in patterns of employment, rank, and personal experiences within academic units are illustrative of the interlocking nature of race and gender oppression that have multiple influences (Combs, 2003;Wright Myers, 2002), including pathways to doctorate studies, institutional hiring practices, tenure and promotion processes, organizational behavior, and professional relationships. Further, Black women are more likely to report organizational barriers to advancement and have more negative views of academic or departmental climates. They also are less likely to indicate that their scholarship is valued, that they are respected by their colleagues, and that they are OUTSIDERS WITHIN THE ACADEMY 29Michigan Family Review, 14(1), 28-41, 2010 © Michigan Council on Family Relations viewed as legitimate scholars compared to White women, men of color, or White men (Thomas & Hollenshead, 2001).Because career advancement and greater retention rates are among the most reported benefits of mentoring, mentoring is one form of resistance to systems of oppression, organizational barriers, and other negative dynamics experienced by Black women faculty. Mentoring also reduces social isolation and helps one to manage different academic roles (Bova, 2000;Holmes, Land, & Hinton-Hudson, 2007), making it one of the most viable coping and resistance strategies. Yet, a discussion of mentoring without acknowledging the intersections of race and gender, their implications within predominately White institutions, and forms of resistance would not address fully the needs of Black women in the academy, beckoning the use of a cultural-inclusive approach to working with African American women in the academy.Therefore, to frame the current discussion on mentoring, we use core themes of Black Feminist Thought (Hill Collins, 1986;1991) to situate Black women faculty in the academy. Part of our framework includes three sites of tension and resistance: (a) the Mammy-Sapphire continuum of existence, (b) inequality without reverence to credentials, expertise, and professional experiences, and (c) White ...

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“…The term mentoring can be traced back to Homer's Odyssey, in which the name "Mentor" signifies wisdom, maturity, integrity and personal investment and the nature of mentor and mentee is personal and mutually respectful, but essentially unequal (Little, 1990;Smith & Aldred, 1993). Mentoring is a hierarchical relationship where the mentor is more experienced than the mentee (McCormack & West, 2006). In comparison, recent research suggests that it is a reciprocal relationship that is mutually beneficial (Heidersfield et al, 2008;Kostovich & Thurn, 2006;Jewell, 2007;Heirdsfield, Walker, Walsh, & Wilss, 2008).…”

Section: Mentoringmentioning

confidence: 99%

Teach Me How to Be a Kindergarten Teacher: Expectations of Kindergarten Student Teachers from Their Mentor Kindergarten Teachers

Dan¹,

Simon²

2016

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Teaching is a complex task that involves practical and theoretical knowledge. Students gain practical knowledge through practicum that takes place in kindergartens or schools. The student teacher trains under the auspices of an experienced kindergarten teacher or teacher who becomes their mentor. The object of this research was to examine the expectations of student teachers from their mentor kindergarten teachers. Fifty-four student teachers answered a specially written questionnaire, distributed through Google docs, about their expectations from their mentor kindergarten teachers. The data analysis was qualitatively being the most suitable research method to answer the research question being a primarily exploratory research. It is used to gain an understanding of underlying reasons, opinions, and motivations. The results show that the student teachers expect to gain practical knowledge of skills and tools that are important to their profession and that the mentoring relationship will be supportive, encouraging and attentive. The significance of this research is that mentor kindergarten teachers will be more aware of what their mentees expect from this relationship, especially in light of the fact that there is no agreed concept of the mentor's role in the literature. Therefore, this research can provide important guidelines.

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Facilitated group mentoring develops key career competencies for university women: a case study

Cited by 34 publications

References 29 publications

The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships

The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships

Outsiders within the Academy: Strategies for Resistance and Mentoring African American Women

Teach Me How to Be a Kindergarten Teacher: Expectations of Kindergarten Student Teachers from Their Mentor Kindergarten Teachers

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