Mutuality, Mystery, and Mentorship in Higher Education

Abstract

ScopeWorks in this Series will explore the complicated and shifting landscapes of wealth, opportunity, social class, and education in the changing global economic landscape, particularly at the intersections of race, ethnicity, religion, and gender. The Series includes work on education and social mobility within three major themes:• Interrogation of stories of educational "success" against the odds for what these cases might teach about social class itself, about the depths of economic and educational constraints that have been surmounted, about the costs of those journeys, or about the long-term social and economic trajectories of class border crossers. • Examination of the psycho-social processes by which people traverse class borders, including the social construction of ambition and achievement in young people marginalized from the academic mainstream by class, race, or gender. Works in the series will illuminate the complicated and contested processes of identity formation among those who attain upward mobility via success in school. • Explorations of economic mobility within developing countries. New labor markets created by global consumerism are intensifying demand for formal education while also transforming individual lives, families, communities, and cultural practices. Meanwhile, high rates of migration in search of economic opportunity fuel debate about citizenship, assimilation, and identity as antecedents of economic mobility. How is formal education implicated in these processes?Works are sought from the fields of sociology, anthropology, educational policy, economics, and political science. Methodologies may include longitudinal studies.A C.I.P. record for this book is available from the Library of Congress. ISBN: 978-94-6209-993-7 (paperback) ISBN: 978-94-6209-994-4 (hardback) ISBN: 978-94-6209-995-1 (e-book) Published by: Sense Publishers,

Developing Cultural Intelligence and Empathy Through Diversified Mentoring Relationships

“…However, recent research confirms that the four conditions, while beneficial, are not necessary for demonstrated positive effects of intergroup contact (Pettigrew, Christ, Wagner, & Stellmacher, 2007;Pettigrew et al, 2011;Pettigrew & Tropp, 2006). Indeed, in the context of mentoring, Hinsdale (2015) argues that mentors of others with cross-cultural differences can learn to "negotiate blind spots so [that they] might learn to apprehend what [they] cannot see" (p. 132)-that is, witnessing and being "open to being changed by the [protégé]" (p. 121). Such mentors can "attune [themselves] to what is beyond recognition, what [they] cannot understand, even as [they] recognize the truth of the [protégé's] experience" (p. 124).…”

“…Positive contact increases empathy toward the out-group and acceptance of its perspective, and the effects are far greater for privileged groups than for lower status groups (Pettigrew, Tropp, Wagner, & Christ, 2011). In the case of formal mentoring relationships, all of Allport's conditions are met with the exception that mentors and protégés are seldom of equal status in a mentoring relationship (Hinsdale, 2015). However, recent research confirms that the four conditions, while beneficial, are not necessary for demonstrated positive effects of intergroup contact (Pettigrew, Christ, Wagner, & Stellmacher, 2007;Pettigrew et al, 2011;Pettigrew & Tropp, 2006).…”

Getting to Know Your Students and an Educational Ethic of Care

“…This provocative conversation needs to occur across the academy. I believe that the extra-classroom concerns they raise are an excellent balance to examining an ethic of care as an intra-classroom experience within the context of formal learning in courses (Merriam, Caffarella, & Baumgartner, 2007), within related advising responsibilities (e.g., Holmes, 2004), and within academic mentoring (e.g., Hinsdale, 2015). In many ways, Chory and Offstein have extended our concern for pedagogical caring and pedagogical respect from the Hawk and Lyons (2008) article to follow trends now salient in the increasingly boundaryless faculty-student relationship experience.…”

“…I think it would be helpful to readers if Chory and Offstein specified how we might better understand implications for relationships with our students among the domains that encompass the "academic" and "non-academic" arenas in which a pedagogical ethic of care is a faculty obligation and can successfully emerge. These include the core domains of the teaching and learning processes and assessments in the formal classroom context and the secondary domains of advising (e.g., Holmes, 2004) and mentoring (e.g., Hinsdale, 2015), and even the context of faculty advising student academic organizations. Greater specificity for understanding these implications also extend to Chory and Offstein's examples and discussions that illustrate critically important issues with which faculty must realistically and practically grapple.…”

Tolerance: A Neglected Dimension in Diversity Training?

“…However, listening training hardly takes place in practice (cf. Fiumara, 1990); at least in the realm of corporate diversity training, convictionfocused training programs, whose aims are hardly compatible with the understanding of dialogue employed here (Hinsdale, 2015;Noddings, 1984: 176), seem to prevail. Dialogue-oriented questioning, answering, and listening constitute core competences for constructively dealing with value diversity.…”