The road less traveled—Crossing gender and racial lines in comprehensive mentoring

Kent, Andrea M.; Green, Andre M.; Feldman, Phillip

doi:10.1016/j.ijer.2015.06.003

Cited by 5 publications

(3 citation statements)

References 35 publications

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“…Women in higher education “may be challenged by the transitions of social norms, as well as differences in culture, educational philosophy and educational discourse” (Unterreiner et al , 2015, p. 7). There is also ample research that, in general, women are marginalized, may feel isolated and constrained by their work environment, and may experience discrimination in the workplace (Kent et al , 2015).…”

Section: Overviewmentioning

confidence: 99%

Exploring mentoring across gender, race, and generation in higher education

Freeman

Kochan

2019

IJMCE

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Purpose The purpose of this paper is to examine a long-term mentoring relationship between a White female from the Traditional Generation and an African American male from the Xennial Generation, as engaged in a mentoring relationship within higher education institutions in the USA. The study investigated if, how and to what degree the differences and similarities between them influenced their mentoring relationship. Design/methodology/approach The authors used an autoethnographic approach involving extensive questioning, dialoguing, note keeping and analysis over eight months. Findings The analysis suggested that race had the greatest influence on the relationship. The primary reasons for mentoring success were similarities in family backgrounds and commonly held values. Research limitations/implications This study may not be generalizable to mentoring relationships that do not involve cultural differences in race, age or gender. Practical implications The paper offers a model for the types of strategies individuals can use in cross-racial mentoring endeavors to help build and sustain these relationships. It also includes suggestions for individuals engaged in mentoring relationships, which include gender, race or age differences, and organizations seeking to enhance diversity within their institutions. Originality/value There is not an extensive body of research on individual cross-racial, gender and generational mentoring that provides an analysis of the experience of those involved. Additionally, the model presented for examining cross-racial mentoring relationships is unique.

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Section: Overviewmentioning

confidence: 99%

Exploring mentoring across gender, race, and generation in higher education

Freeman

Kochan

2019

IJMCE

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“…A mentor has a lot of latitude to shape the classroom experiences for their mentee (Kent et al, 2009 ). But they risk alienating mentees when they display avoidant behaviors and consequently mentees perceive themselves as alone.…”

Section: Discussionmentioning

confidence: 99%

Mentorship reconsidered: A case study of K-12 teachers’ mentor-mentee relationships during the COVID-19 pandemic

2023

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This study critically examined the impact of a crisis context (COVID-19 pandemic) on K-12 teachers by placing emphasis on the mentor-mentee dyad through the perspective of the mentee in a large United States public school system. A phenomenological case study was undertaken that used semi-structured interviews to examine 14 early career teachers (mentees) participating in a formal mentoring program during the 2020–2021 school year. The study focused on mentor-mentee relationships by accounting for the single most traumatic and transformative event of the modern era of K-12 public education. The analysis yielded three findings highlighting the impact of COVID-19 on the mentor-mentee dyadic experiences of first- and second-year teachers engaged in a mentoring relationship. The findings indicate that (a) e-mentoring allowed for avoidant behaviors from mentors (b) successful mentoring involves the development of personal relationships between a mentor and mentee, and (c) peer and reverse mentoring became commonplace during the COVID-19 pandemic. Public school systems can use these findings to help develop positive mentor and mentee relationships that go beyond the traditional dyadic roles and help reduce stress in a crisis context, while developing a culture where superiority bias is improved. Research implications offer mentoring literature a view to pay more attention to temporal influences during environments of high stress, which may provide more explanatory power on mentorship roles, cultural influences, and social interactions in the course of mentor-mentee practices.

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“…And was able to extract richer data when he conducted the interviews by challenging some of their perspectives. Mentoring literature discusses that establishing trust was key to successful relationships especially in crosscultural and cross-gender contexts [58]. The second author's understanding of the endemic nature of racism in our society was affirmed.…”

Section: Discussionmentioning

confidence: 99%

White Male Allyship in STEM Higher Education: An Autoethnographic Study

Clarke,

Mondisa

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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& Operations Engineering Department and an Engineering Education Faculty Member at the University of Michigan. She earned her Ph.D. in Engineering Education and an M.S. degree in Industrial Engineering from Purdue University; an M.B.A. degree from Governors State University; and a B.S. degree in General Engineering from the University of Illinois at Urbana-Champaign. Prior to her graduate studies, she worked as a professional in the areas of manufacturing, operations, technical sales, and publishing for ten years. She also served as an adjunct faculty in the Engineering Technology Program at Triton College in River Grove, IL for seven years.

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The road less traveled—Crossing gender and racial lines in comprehensive mentoring

Cited by 5 publications

References 35 publications

Exploring mentoring across gender, race, and generation in higher education

Exploring mentoring across gender, race, and generation in higher education

Mentorship reconsidered: A case study of K-12 teachers’ mentor-mentee relationships during the COVID-19 pandemic

White Male Allyship in STEM Higher Education: An Autoethnographic Study

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