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1.
In this qualitative study, we explored the experiences of 26 engineering student mentors and mentees in a peer mentoring program. We found that mentors and mentees exploited the mentoring program’s fluid structure and situated social relationships to enact a specific type of academic/professional goal and identity conducive to their entry to one of two communities of practice, the on-campus engineering program community and the community of professional engineers. The mentoring program functioned as a social space in which identities of these students converged and diverged, creating a subtle tension and self-reflection in relation to the two different communities of practice that they pursued.  相似文献   

2.
Researchers in the educational field have investigated how a caring adult can best provide mentoring support to youth placed at risk and what functions a mentoring program should serve to promote healthy mentoring relationships. However, the perspective of mentors rarely has been sought to elicit their evaluation of a mentoring program or recommendations for programmatic change. The purpose of this article was to investigate the views of university students serving as mentors in high‐need high schools or community centers. We asked 49 students, primarily undergraduates across a range of liberal arts disciplines, who were participating in a university‐based service‐learning mentoring program for youth attending high‐poverty high schools: (a) what activities they engaged in with mentees, (b) how they benefited from the mentoring program, and (c) how they perceived the program and what recommendations they had for change. Findings revealed specific suggestions that mentoring program coordinators can adopt to address mentors’ concerns and promote sustained, durable mentoring relationships for youth.  相似文献   

3.
Immigrants with professional qualifications face unique challenges in adapting personally and professionally to new environments. This ‘double culture shock’ experience may result in disengagement from the professional community due to perceived barriers to integration, with subsequent negative impact on employment prospects and professional role identification. The role of mentors in facilitating professional engagement by foreign‐trained pharmacists within the pharmacy profession has not previously been described in detail. This qualitative study examined the different mentoring strategies used by mentors and foreign‐trained pharmacists negotiating the licensure process in Canada. Using a categorization scheme described previously by major researchers, activity logs of mentors and mentees were examined and coded based on use of mentoring strategies. Focus groups and interviews were also undertaken with separate groups of mentors and mentees to discuss the use of these mentoring strategies for foreign‐trained pharmacists. Results suggest pharmacist‐mentors relied most heavily upon situative‐apprenticeship and humanistic perspectives in their mentoring relationships, and infrequently used critical‐constructivist mentoring activities or techniques. While mentees reported a high level of satisfaction with their mentors and the mentoring experience, they also expressed a desire for more activities of a critical‐constructivist nature as a way of assisting them in mitigating the double culture shock they experience during the licensure process.  相似文献   

4.
Finding a suitable mentor is crucial to the success of mentoring relationships. In the mentoring literature, however, there is conflicting evidence about the best ways to support the pairing process in organisational mentoring programs. This paper presents a detailed analysis of the pairing process in an academic mentoring program that has implications for building a mentoring culture in higher education. The program which began with a pilot and has continued for five years with one hundred and twenty one participants, was conducted with mentees selecting their own mentor from a pool of mentors who volunteered to be part of the program. In the pilot program, where mentors and mentees first met as one group, some mentees reported that the process of selecting and approaching a mentor was uncomfortable and intimidating. Nine of twenty-three potential mentees did not form mentoring relationships. Analysis of subsequent program evaluation data pointed to the importance of two factors in the pairing process: personal connections and facilitation of the selection process. This study at a research-intensive university demonstrates that when the pairing process is tailored to individual mentees, they are comfortable selecting a mentor and to then develop a successful mentoring relationship.  相似文献   

5.

Research on mentorships for gifted adolescents primarily has focused on the role mentors play in students’ academic success. Mentors’ contribution to gifted adolescents’ affective, social, and vocational development rarely has been addressed. This article identifies special needs and characteristics of gifted adolescents in these latter areas, and suggests how mentors can play a significant role in each, including the particular value of mentoring relationships for gifted adolescent females. Finally, educational implications are explored, as well as the need for empirical studies which examine the benefits derived by gifted and nongifted mentees from mentoring relationships.  相似文献   

6.
This qualitative study of 29 physician mentors reports their perspectives on mentoring medical students in a well‐respected medical school’s formal, assigned, longitudinal mentoring program that has a curricular component in the second year. Using a phenomenologic inductive approach, common themes identified centered on mentors’ relationships with their students and the characteristics of the relationships. Most mentors said their relationships solidified in the second year, where curricular responsibilities included teaching and evaluation. Mentors saw their roles change, yet relationships continued to develop as mentees advanced through medical school. They were surprised when students sought contact, support, and advice in years three and four of their programs. Mentors worried whether they “did enough” for their students, yet described their experiences and relationships as rewarding. Mentors subsequently found satisfaction in the continuing relationship during the clinical training years. The researchers note the importance of the curricular component for providing a purpose and structure for relationship development and in facilitating relationship development in this assigned mentoring program.  相似文献   

7.
This study describes the peer mentoring experience from doctoral student mentors?? point of view. Twelve science and engineering doctoral students participated in this phenomenology study. The findings suggest doctoral peer mentors served instrumental, psychosocial, buffering, and liaison roles; they passed on their social, professional, and academic knowledge to their mentees and tried to assist them in adapting to the culture of the lab and academia. The study identified a variety of factors that influenced their attitudes and behaviors as peer mentors and concluded this system would be beneficial to the learning and development of both individual students and lab teams. The aims of this study were threefold: first, to identify the importance and necessity of peer mentoring systems as part of the experience of working in labs in graduate school; second, to ascertain which interactions and factors in the peer mentoring relationship benefitted both peer mentors and peer mentees; and third, to explore what might constitute best practices in the peer mentoring relationship.  相似文献   

8.
The Women's Center at a university in the United States implemented a mentoring program based on feminist and networking models to improve the educational climate for female undergraduate students. Due to a lack of literature detailing how to develop such a program, an interdisciplinary team of researchers collaborated with the Women's Center to address program development and implementation, including how to institutionalize the program, effective recruitment and retention strategies, how to facilitate formation of mentor relationships and strategies for maintaining those relationships, appropriate interventions and monitoring, and how to ensure that the program met mentees' needs. Among the findings are that success depends on a full‐time and dedicated coordinator, appropriate matching of mentors and mentees, and emphasis during training on continuing communication between mentors and mentees to reassess mentee needs.  相似文献   

9.
This article employs an intersectional analysis of the experiences of Black faculty at an elite US university who have mentored Black undergraduates, and focuses on faculty’s meaning making of their connection to their mentees, and challenges they face in these relationships. Findings reveal that faculty found their shared cultural background enhanced mentoring, and they worked hard to establish trust with their mentees, absent at times in mentees’ relationships with White faculty. Participants shared barriers to engaging in mentoring relationships, with gender and age intersecting with race for unique challenges and benefits for the subjects. Policy recommendations are made to support junior faculty mentors in the tenure granting process, and produce incentives for all faculty to share the responsibility of mentoring.  相似文献   

10.
Mentoring of new teachers is generally examined from the viewpoint of the mentees. In the present study, mentoring is explored based on reports from mentors within the context of the Israeli induction program. Recruitment variables (selection and training) were examined in relation to mentoring implementation (frequency, initiation, regularity, and content), and mentors’ perceptions and attitudes (towards matching, role conflict, and the mentoring experience). The relationships of gender and school level to implementation and attitudes were also examined. Data were collected by a questionnaire from a national sample of 118 mentors and through in-depth interviews with 14 mentors. Findings indicate that mentor selection, training, gender, and school level can have important implications for how mentors function and how they perceive mentoring.  相似文献   

11.
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12.
Drawing on the sociocultural theoretical (SCT) perspective, we offer a microgenetic analysis of mentor–mentee interactions in the context of pre-service teachers’ practicum in a Master’s program for Teaching English as a Second Language (TESL). Following two pairs of mentors and mentees, we analyze audio-recorded interactions and interviews and examine in depth how mediation occurs during mentoring and how such mediation assists the mentees in learning to become teachers. Our findings show that mentors’ mediation is dynamic and contingent upon the context in which mentoring occurs and that the quality and character of mentor–mentee interactions during goal-directed activities is a critical feature of promoting the mentees’ learning. Responsive mediation especially plays a key role in promoting the mentees’ cognitive development, and it is an essential component of effective mentoring. This calls for a more SCT-informed approach to conceptualizing mentoring and training mentors in practicums.  相似文献   

13.
Peer mentoring has been used for many years by the Nelson R. Mandela School of Medicine to integrate new students into the academic and social culture of the institution. In 2001, an unusual situation arose. A problem‐based learning (PBL) curriculum was introduced and the first cohort in this programme was mentored by senior traditional curriculum students. The present study, by canvassing the 2002 PBL mentors, set out to determine whether the mismatch in curricula impacted on students' mentoring experiences. There was overwhelming agreement that curriculum did matter—it is only when mentors are able to share the same experiences as mentees, can they fully understand student problems. Notwithstanding this and other difficulties (e.g. timetable clashes), some 2001 mentees did form bonds with their traditional curriculum mentors. Some even identified them as role models. The 2002 PBL mentors also indicated that they had undergone considerable personal development as a result of their experiences.  相似文献   

14.
The current study examined characteristics of natural mentoring relationships (NMRs; i.e. mentoring relationships that develop organically with adults in one’s pre-existing social network) among underrepresented college students as contributors to NMR retention across the first year of college. The sample consisted of 209 underrepresented college students (73% female; mean age = 18.1, SD = .35) who reported having a natural mentor during the first semester of college. Each participant could report up to five natural mentors and a total of 550 NMRs were reported. We found that more frequent contact and greater relational closeness with natural mentors during the Fall semester of mentees’ first year of college increased the likelihood that NMRs were retained through the Spring semester of the first year. These findings shed light on aspects of NMRs that may be most central to fostering their duration during difficult transitional spaces.  相似文献   

15.
ABSTRACT

Education doctoral (EdD) students face unique challenges to complete a doctorate as scholar-practitioners. An EdD mentoring pathways program for first year EdD students to receive support and advice from fellow colleagues and graduates of the doctoral program to successfully complete the degree at a mid-sized, midwestern university was initially implemented in the 2016–2017 academic year. In order to sustain the EdD mentoring pathways program, the program was redesigned and studied for sustainability the following year for first year EdD students (mentees). To better understand mentees’ perspectives of the mentoring pathways program, mentees participated in pre- and post-surveys, an interview, and a focus group during the 2017–2018 academic year. Themes emerged from quantitative and qualitative data and include: (a) mentees view mentors as successful role models and resources; (b) mentees used the mentoring program to connect with one another; and (c) mentees desire more access to and advice from mentors.  相似文献   

16.
The purpose of our study was to explore peer mentoring styles and examine their contribution to academic success among mentees. Data were collected as part of a comprehensive evaluation of a peer mentoring program. The sample consisted of 49 mentors (advanced students) who supported 376 mentees (first year students) in small groups. Indicators for peer mentoring styles were constructed using mentee assessments of mentoring functions and mentor quality, and unobtrusive data gathered in an analysis of online mentoring activities and a content analysis of the quality of the online mentoring activities. Using cluster analyses, three distinct mentoring styles were identified: Motivating master mentoring, informatory standard mentoring, and negative minimalist mentoring. Motivating master mentors were shown to have a positive influence on success in the mentoring program among those mentees who failed two preliminary exams. Implications for the training of peer mentors in higher education are discussed.  相似文献   

17.
Cross-age peer mentoring is an educational model that builds on peer support and mentoring to assist young people to enhance social relationships, develop cognitive skills, and promote positive identity development. In this article, we outline the evaluation process of a cross-age peer-mentoring program implemented in an Australian secondary school. This program had a distinctive focus on blending cross-age peer mentoring, academic tutoring, and social support roles. We focus on the program's consumers – the voices of Year 7 students (mentees) and Year 10 students (mentors). Student perspectives were gathered using qualitative methods through repeated focus groups. Data were thematically analysed, and the findings show observed changes in social relationships, problem-solving skills, and engagement with literacy. We discuss the importance of this relationship for effective learning and examine the reported changes to engagement with relationship building. Implications for developing whole-of-school support and increasing wider participation are discussed.  相似文献   

18.
The increase in online graduate programs and the online mentoring of student research have led to the need to identify challenges faced by online mentees and successful strategies used by online mentors during the dissertation process. Based on semistructured interviews with ten graduates, strategies for online mentoring and areas of support valued by online doctoral students during the dissertation process are presented in this article.  相似文献   

19.
Most studies of school-based mentoring practice have put their key focus on discussions of the professional growth of novice teachers rather than of their mentors. Mentoring practice, however, is also a platform from which mentors can build or enhance their professional competency and capitalize their leadership role as they interact with novice teachers and their colleagues. This is an area which deserves further research attention. Drawing on the concept of social capital, this small-scale qualitative study investigates how mentors can develop or revise their mentoring skills and knowledge while they engage in school-based mentoring practice. Semi-structured interviews and documents were collected from 31 mentors from primary and secondary schools in Hong Kong from 2014 to 2015. Findings of this study firstly show that both bonding social capital and bridging social capital can help mentors develop their mentoring knowledge in different ways. Secondly, bridging social capital can help mentors act as boundary brokers who develop transformative learning by interacting with outside experts. Providing more off-site or cluster-based mentor training programs and mentoring partnership schemes with outside experts could be the way forward to maximize the professional competency of mentors aiming at improving school capacity.  相似文献   

20.
Sport-based mentoring programs have been used across many contexts to engage young people in education. In this research, we explored the influence that an Aboriginal controlled organisation’s youth mentoring program has on three remote Aboriginal communities in Northern Territory, Australia. We used a composite set of culturally sensitive methods by including artefacts from the community members and mentees, informal interviews with community, and semi-structured conversations with mentors and schoolteachers. The findings demonstrate the positive feelings, many benefits, and relationships that had been established between mentors and mentees, the organisation and community over time. However, participants also suggested that it would be beneficial to engage mentors in activities with students not in the school system, and adults in the broader community. Despite some identified challenges, the mentoring program was perceived to be successful in engaging remote Aboriginal children in school and developing future career aspirations.  相似文献   

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