Mentoring and Relational Mutuality: Protégés' Perspectives

Abstract

This article discusses the concept of mentoring as a mutually beneficial relationship in which both the mentor and the protégé grow as a result of their relational connection. It identifies the characteristics of mentoring from the perspective of diverse college students. Results suggested that mentoring is perceived as important for success and that neither race nor gender were perceived as critical influences on the mentoring process but that friendship, nurturance, open‐mindedness, and trustworthiness are key to mentoring relationships.

Accessing Social Capital through the Academic Mentoring Process

“…This finding supports previous studies that supply inconclusive evidence that matching students with mentors of a different racial or gender background results in a negative mentoring experience. In fact, friendship, nurturance, open-mindedness, and trustworthiness are key elements for fostering positive mentoring relationships (Beyene, Anglin, Sanchez, & Ballou, 2002).…”

The Praxis of Mentoring: Power, Organising and Emancipation

“…The literature obscures the word 'mentor' in semantics. A mentor is like a nurturer, counsellor, coach, teacher, a role model, a professional colleague, a friend, a sponsor, a protector, an advocate and so on (Schein, 1978;Speizer, 1981;Kram, 1985;Andrews, 1987;Neal, 1992;Caldwell & Carter, 1993;Barrett, 2000;Roberts, 2000;Beyene, Anglin, Sanchez, & Ballou, 2002;Tang & Choi, 2005;Cobb et al, 2006;Paglis, Green, & Bauer, 2006).…”

Mentoring EFL Preservice Teachers in EFL Writing

“…Although there are differences in teaching expectations, styles, and attitudes in EFL countries, there may be common mentoring attributes and practices as indicated in the literature. For example, several studies in the field of mentoring have reported that listening is a desirable mentor attribute (Beyene, Anglin, Sanchez, & Ballou, 2002;Harrison, Dymoke, & Pell, 2006;Luft, Bang, & Roehrig, 2007), which also needs to be part of mentoring in EFL writing.…”