Two Cultures Collide: Bridging the Generation Gap in a Non - traditional Mentorship

Abstract

Cross - cultural mentoring relationships between younger mentors and older mentees are increasing in frequency across all levels of post - secondary education. Generational cultural differences can result in conflict and misunderstanding and therefore should be considered in non - traditional inter - generational mentoring relationships. Through auto - ethnographic inquiry, we, a younger faculty member and older graduate student, explored our mentoring relationship. We identified communication, respect, and ambiguous roles as issues that significantly impacted our mentorship. The manifestation of power was also highlighted in the study.

Mentorship in the engineering professoriate: exploring the role of social cognitive career theory

“…Theme 4 offers optimism by all participants on this subject, as they believe their shared technical expertise will mitigate and bridge any potential gaps among the pairings. Yet, a motive exists to continue to be proactive by discussing potential gaps and to intervene if needed to ensure successful mentoring relationships (Hansman, 2002;Johnson-Bailey and Cervero, 2004;Merriweather and Morgan, 2013;Stanley and Lincoln, 2005). Although it is plausible to believe potential cultural gaps could arise, despite probing by the interviewer, the participants disagreed because the URM faculty felt the mentors in this program would aide in "gatekeeper" activities rather than emotional support activities (Lechuga, 2014;Porter, 2007;Pyke, 2011).…”

Colorblind mentoring? Exploring white faculty mentoring of students of color.

“…Cross-cultural mentoring occurs when individuals with different racial/ethnic identities establish a mentoring relationship (Merriweather & Morgan, 2013), and it can be a delicate dance for both parties, making the relationship difficult to sustain (Johnson-Bailey & Cervero, 2004). To ensure the mentoring relationship is mutually beneficial, Johnson-Bailey and Cervero (2004) stress the importance of continuous and honest dialogue about race and racism, which requires the mentor and protégée to develop a trusting relationship.…”

“…Mentoring has been defined in multiple ways: as a specific set of activities conducted by the mentor (Crisp & Cruz, 2009), a process (Davidson & Foster-Johnson, 2001; Tillman, 2001), or as a discipline-specific set of activities (Kram, 1985; Merriweather & Morgan, 2013; Tillman, 2001). Although there is not an agreed-upon definition, Tillman (2001) offers what could be considered a comprehensive definition of the mentoring experience: .…”

“…Formal mentoring takes place when the mentoring relationship is fostered through an authorized mentoring program (Tillman, 2001); informal mentoring develops organically. Mentors perform a variety of functions, both informally and formally, such as helping to socialize students to a particular discipline, serving as role models, and offering research or career support (Kram, 1985; Merriweather & Morgan, 2013; Tillman, 2001). Both informal and formal mentors can assist with the protégé’s socialization to a particular field or discipline (Kram, 1985; Tillman, 2001).…”

Novice Teachers Socialization: Issues and Challenges

“…Novice teachers have different challenges, goals, and motivation in their first five years of teaching (Merriweather & Morgan, 2013). They face various challenges which are affecting their performance.…”