Traditional, formal mentoring structures established within the space of the university can be rooted in patriarchal systems of power, hierarchy, and exclusion that perpetuate neoliberal and ...capitalist understandings of individualism and exceptionalism. This model privileges certain forms of knowledge and expertise, often that of senior, tenured faculty rather than those who are ignored or overlooked as 'experts' such as historically underrepresented tenured and untenured faculty, contingent faculty, and staff. In this paper, we seek to reimagine the concept of the traditional mentoring relationship rooted in power and hierarchy into a more democratic, empowering model across the space of the university. We do this by expanding upon the concept of power mentoring which emphasizes mentoring networks rather than individual relationships. Power mentoring centers reciprocal support and mutual benefit, infusing a feminist ethics of care into the spaces and structures of the neoliberal university. We draw on Joan Tronto's caring with to frame mentoring as collective, collaborative, and democratic: mentoring with. Based upon a collective reading of Ensher and Murphy 's Power Mentoring: How Successful Mentors and Protégés Get the Most Out of their Relationships and conversations from our faculty learning community about mentoring, we argue that mentoring relationships within the spaces of the university should emphasize the role of dynamic networks between faculty, staff, and administrators to build upon existing feminist praxis to develop a more inclusive, geographic system of mentoring, which enables participants to grow, develop, and learn with one another.
In this virtual special issue (VSI) we curate and reflect upon 22 articles on formal youth mentoring previously published in the American Journal of Community Psychology (AJCP). First, we provide ...historical context and highlight AJCP's 2002 special issue on mentoring, which played an important role in establishing youth mentoring as a vibrant area of research. Next, we review and discuss findings from subsequent AJCP studies in three interrelated lines of inquiry: (1) the importance of facilitating high‐quality mentoring relationships; (2) associations among youth's presenting needs, relationship quality, and outcomes; and (3) program practices leading to stronger, more impactful relationships. Throughout, we highlight and expand upon critical commentary from AJCP contributors, calling on the field to move away from paternalistic models that overly localize risk with youth and families without interrogating structural oppression. Our recommendations include: (1) centering critical consciousness, racial equity, and social justice in program curricula and mentor trainings; (2) respectfully engaging grassroots programs developed for and by communities of color that are underrepresented in research; (3) making meaningful efforts to recruit mentors from marginalized communities and removing barriers to their participation; and (4) examining youth's racial, ethnic, and other areas of identity development processes during mentoring.
Highlights
This VSI includes 22 curated articles on youth mentoring programs previously published in AJCP.
We review major findings and make critical reflections through a community psychology lens.
Research has helped develop safer, more effective mentoring practices to serve marginalized youth.
Scholars must interrogate oppressive social structures that impact youth's presenting needs.
We make recommendations for improving programs' cultural responsivity and ecological validity.
The literature often focuses on the positive effects of mentoring, especially for protégés. When mentoring experiences are negative, the assumption is that these negative effects are less detrimental ...to the mentor than to the protégé, owing to the mentor's greater relative power in the relationship. This study uses ego depletion theory to examine the link between negative mentoring experiences (as rated by protégés) and mentor creativity and focuses on the mediating and moderating roles of mentor ego depletion and mentor traditionality on this link. The results are based on data from 227 protégés, 187 mentors, and 187 supervisors of mentors in Chinese organizations. The findings support a mediating effect of ego depletion on the negative relationship between negative mentoring experiences and mentor creativity. In addition, the study finds that traditionality attenuates both the positive relationship between negative mentoring experiences and ego depletion and the indirect effect of negative mentoring experiences on mentors' creativity through ego depletion. The implications for management theory and practice are discussed.
This book introduces the concept of critical mentoring, presents its theoretical and empirical foundations, and provides telling examples of what it looks like in practice and what it can achieve.
...Torie Weiston-Serdan outlines the underlying foundations of critical race theory, cultural competence, and intersectionality; describes how collaborative mentoring works in practice in terms of dispositions and structures; and addresses the implications of rethinking the purposes and delivery of mentoring services, both for mentors themselves and the organizations for which they work.
This book offers strategies that are immediately applicable and will create a process that is participatory, emancipatory, and transformative.
This study investigated the outcomes of a six‐month formal mentoring program on a sample of 194 white‐collar public sector employees. It focused on a clearly specified program, utilised a control ...group and a pretest‐posttest design, and examined the effects for both mentees and mentors. Significant increases in organisational commitment, perceived organisational support, job satisfaction, organisational citizenship behaviour, and willingness to mentor were found for those who participated in the program, and a significant reduction in intention to leave. The effect sizes were larger than average sizes reported in organisational mentoring literature, which is likely to have been due to a strong program intervention. The study supports the proposition that formal mentoring programs are beneficial to individuals and the organisations in which they work and that organisations would benefit from implementing similar programs to enhance their organisational effectiveness.
Academics and practitioners have long worked to reduce negative mentoring experiences. Drawing on social cognitive theory and expectancy–value theory, we examined the link between mentors' perceived ...organizational support and protégés' negative mentoring experiences, shedding light on the mediating effect of mentoring self‐efficacy and the moderating effect of mentors' self‐enhancement motives. Results based on data from 260 protégés and 214 mentors in Chinese organizations supported our proposed hypotheses. Mentoring self‐efficacy mediated the negative relationship between mentors' perceived organizational support and protégés' negative mentoring experiences. In addition, mentors' self‐enhancement motives intensified both the negative relationship between mentoring self‐efficacy and negative mentoring experiences and the indirect impact of mentors' perceived organizational support on protégés' negative mentoring experiences via mentoring self‐efficacy. A discussion of the theoretical and managerial implications of these findings is included.
Abstract
Background
Scales used to evaluate nurses’ perspectives of mentoring programmes are mainly designed in developed countries, making them unsuitable for nurses and midwives working in ...resource‐poor developing countries.
Aim
To explore the psychometric properties of the perceived cost of mentoring (PCM) scale, negative mentoring experiences (NME) scale and relational mentoring index (RMI) for adaptation in hospital settings in Uganda.
Methods
A cross‐sectional study design was used. In total, 303 hospital nurses/midwives in Ugandan participated in the study to evaluate the psychometric properties of the three mentoring scales.
Results
Revisions based on word choice were made in adapting the scales to the Ugandan context. The PCM showed three factors (risk to reputation, mentoring effort and nepotism) and had an intra‐class correlation (ICC) of 0.609 (95% CI, 0.324–0.793) and Cronbach's alpha of 0.705. The NME scale had two factors (lack of mentor expertise and mismatch between the dyad) consistent with the original scale with an ICC of 0.568 (95% CI, 0.271–0.767) and Cronbach's alpha of 0.841. The RMI showed two factors (individual influence and relational quality) with an ICC of 0.664 (95% CI, 0.410–0.824) and Cronbach's alpha of 0.933.
Conclusions
The initial psychometric assessment indicates satisfactory validity and reliability of the scales for implementation among nurses and midwives within Ugandan hospital contexts. Subsequent research is warranted to validate the factor structures of the scales on a different sample.
Implications for nursing and health policy
In using mentoring programmes to develop the hospital workforce, nurse and midwifery policymakers need to use culturally adapted and validated PCM, NME, and RMI scales to evaluate the quality of these mentoring programmes to maximise the benefits while avoiding unintended consequences.
Cross‐age peer mentoring for youth: A meta‐analysis Burton, Samantha; Raposa, Elizabeth B.; Poon, Cyanea Y. S. ...
American journal of community psychology,
September 2022, 2022-09-00, 20220901, Letnik:
70, Številka:
1-2
Journal Article
Recenzirano
Although most mentoring programs for youth are structured around intergenerational relationships, a growing number of programs rely on cross‐age peer mentoring. Such programs capitalize on the ...availability of youth mentors to promote positive outcomes in younger peers. This study used a multilevel meta‐analytic approach to estimate the effect size of cross‐age peer mentoring programs and evaluate potential moderators of peer mentoring program effectiveness. Analyses included six studies and revealed a medium‐sized overall effect of cross‐age peer mentoring programs (g = 0.45). Several characteristics moderated effect sizes, with larger effects for programs that were conducted outside of the school setting (i.e., weekend, summer, or in community settings), conducted in urban settings, and had moderate/high levels of adult oversight and supervision. Results highlight the potential benefits of cross‐age peer mentoring for youth.
Highlights
Analyses revealed a medium‐sized overall effect of cross‐age peer mentoring programs (g = 0.45).
Cross‐age peer mentoring can be an accessible intervention for promoting positive youth outcomes.
Peer mentoring programs with moderate to high levels of adult oversight and supervision had larger effects.
This study is the first meta‐analytic assessment of the impact of cross‐age peer mentoring programs.
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