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1.
ABSTRACT

Mentoring relationship quality has frequently been associated with improved effectiveness of mentoring interventions for youth. As youth mentoring research has largely been undertaken in community-based, one-to-one mentoring programs in the United States, there have been recent calls to investigate mentoring relationships in specific contexts. Accordingly, this research examines relationship quality within nine mentor-mentee dyads involved in a New Zealand school-based mentoring program that combines one-to-one and group mentoring. This research identifies key features of and perceived influences on mentoring relationship quality using qualitative interviews with program staff and mentor portfolios. The results indicate that high quality relationships were formed during the program, and were primarily facilitated by mentors who demonstrated attunement, critical self-reflection, self-efficacy, and a holistic view of their mentee. Implications for practice and future research are discussed.  相似文献   

2.
Although mentoring programs are increasing in popularity as a preventative intervention strategy for youth, little is known about the experience from the mentor’s perspective. In this study, we describe a longitudinal assessment of 41 mentors, including 13 men and 28 women (Mage?=?21.93?years, SD?=?3.21) working with at-risk youth in a school-based mentoring program. Before starting the program, mentor perceptions, motives, and efficacy were assessed and again after three and six months of mentoring to measure change across time. At the end of the program, mentors evaluated the relationship and rated perceived benefits. Mentors experienced significant changes in perceptions and efficacy across time and changes predicted relationship satisfaction and perceived benefits. Recommendations to support mentors and develop sustainable and satisfying mentoring relationships are provided.  相似文献   

3.
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   

4.
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5.
Mentoring programs for youth have become increasingly popular interventions and are generally effective in promoting protégés’ wellbeing and functioning. Building on recent efforts to understand the interpersonal mechanisms underlying mentoring relationships, the authors apply central concepts from attachment, social support and social learning theories and systematically compare the mentor’s role with the roles of other caregivers (parent, therapist, friend, teacher). The authors highlight similarities and differences between mentoring and these roles, and discuss interpersonal dynamics specific to each relationship that can be enacted in mentoring. It is argued that the uniqueness of mentoring rests on mentors’ ability flexibly to transverse these different roles to some degree, without embodying any. Consequently, the authors underscore the existence of different profiles of mentoring relationships and suggest that these might address diverse protégés’ needs. This view serves to articulate specific recommendations for research and practice in light of protégé heterogeneity.  相似文献   

6.
Doctoral students leave their programs early due to lack of mentoring relationships needed to support degree completion and success. However, how mentoring contributes to Ed.D degree completion is not widely studied. In this qualitative narrative study, we sought to explore how multiple mentoring relationships reduced attrition in an Ed.D program. Study participants shared their experiences with mentors across their life domains (academic, personal, and professional) to seek support needed to promote progression and or completion of the program. Each mentoring relationship served a specific purpose. For instance, family members and friends supported participants with home duties, childcare, encouragement, and praise during their doctoral journey. Supervisors supported the participant’s success both academically and professionally. Fellow doctoral students enhanced the learning experience by sharing different perspectives and providing academic and career advice/strategies. Faculty mentoring support was critical to the academic and dissertation process as well as to scholarly development.  相似文献   

7.

How easily a new faculty members adjusts and adapts to life in the professoriate is often dependent on the types of relationships that the newcomer establishes with colleagues and on the willingness of veteran faculty members to assist newcomers as they learn the ins and outs of the academy. One avenue for facilitating interaction between newcomers and academic veterans is to establish formal mentoring programs. In this case study, the formal mentoring relationship is examined as a means for understanding the socialization processes of new faculty members. Results suggest that mentoring relationships may facilitate socialization because they allow newcomers to establish interpersonal bonds and receive support and advice from experienced colleagues. Results also indicate, however, that the most important feature of mentoring may be accessibility. This finding leads to questions concerning the feasibility of assigning mentors rather than encouraging informal mentoring from multiple faculty members.  相似文献   

8.
The retention of new teachers is a noteworthy issue among physical education teachers. One way to combat attrition is with the implementation of induction programs that have a strong emphasis on mentoring. Mentoring creates a growth-in-connection for the novice physical education teacher as well as the mentor. The relational cultural theory (RCT) develops relationships based in situational boundaries between the mentor and the mentee. RCT explores the nature of human development based on the individuals involved in these relationships. The purpose of the study was to explore the perception of the relationship between a novice physical education teacher and his mentor and to determine if the mentoring relationship between the participants reflected the RCT model. Observations, interviews, and the researcher’s journal were used as a means for data collection. In this study, meaningful relationships occurred in the working relationship, as well as the personal relationship. It was indicated that when meaningful relationships are established, novice physical education teachers are more confident in their teaching abilities and are more likely stay in the profession.  相似文献   

9.
ABSTRACT

The purpose of this quantitative study was to understand how training and the development of the mentoring relationship impacts mentor beliefs across time within a therapeutic mentoring program called Campus Connections, a community engagement program that pairs university undergraduate and graduate students with youth from the local community in a mentoring relationship for an academic semester. Specifically, we studied how mentor beliefs are constructed at the start of the mentoring program, how these beliefs shift after four weeks of training, and how mentor beliefs change after participating in the mentoring process during an academic semester. Results indicated mentors held unhelpful mentoring beliefs prior to training and that training combined with the mentoring relationship created a positive impact on mentoring beliefs. Implications for the mentoring relationship and community engagement programs are discussed based on the trajectory of mentor beliefs within the study.  相似文献   

10.
ABSTRACT

Research Findings: In this non-experimental study, the research team analyzed data from a randomly selected sample of child care programs in Maryland and Vermont to understand what characteristics contribute to collaboration success. The team also examined the relationship between collaboration success and measures of child care program quality. We found positive correlations between collaboration success – defined as programs’ use of collaborative strategies, structural indicators of quality, and QRIS ratings – and programs’ collaboration administration and collaboration relationships. In addition, programs that used more collaboration strategies had higher ratings on the state’s Quality Rating and Improvement System (QRIS). Policy or Practice: Policies designed to encourage early childhood collaborations should support strong administrative processes among collaborators and provide specific guidance on building strong relationships among child care and early education administrators. Future research is needed to determine the causes of the associations. Research should focus on how policies can broaden the reach of federal and state programs that promote collaboration to include programs that have lower QRIS ratings or programs that opt out of these state systems.  相似文献   

11.

This qualitative study examined the impact of mentoring relationships upon preservice and inservice teachers' literacy instruction. Twenty-two undergraduate students seeking teacher certification were assigned in pairs to tutor primary school students in a university reading clinic. Eleven classroom teachers seeking reading specialist certification conducted ten mentoring sessions with each pair of preservice teachers. Purposeful sampling was used to select three of the mentoring teams for data analysis. In two out of three teams, results indicated that preservice teachers expanded their instructional strategies as a result of three components of the mentoring relationship: selection of strategies, organization, and non-judgmental support. All inservice teachers reported increased reflection on and adaptation to their instructional strategies. Findings support the conclusion that early mentoring experiences foster growth for both preservice and inservice teachers.  相似文献   

12.
Few studies have examined the impact that mentoring (i.e., developing a special relationship with a non-parental adult) has on educational achievement and attainment in the general population. In addition, prior research has yet to clarify the extent to which mentoring relationships reduce inequality by enabling disadvantaged youth to compensate for a lack of social resources or promote inequality by serving as a complementary resource for advantaged youth. Results from a nationally representative sample of youth show (1) a powerful net influence of mentors on the educational success of youth and (2) how social background, parental, peer, and personal resources condition the formation and effectiveness of mentoring relationships. The findings uncover an interesting paradox-that informal mentors may simultaneously represent compensatory and complementary resources. Youth with many resources are more likely than other young people to have mentors, but those with few resources are likely to benefit more from having a mentor-particularly teacher mentors-in their lives.  相似文献   

13.
In this paper, we explore how the use of a specific mentoring model focusing on the evolution of the relationship between mentor and mentee, may influence the incidence of failure. In our research we employed a case study methodology to examine a regional public service mentoring scheme in the UK where a developmental relationship mentoring model had been developed and used to guide practice. Findings indicated toxicity and negative outcomes may be positively influenced by mentor motivation and emotional intelligence, and can be avoided when there is awareness of how relationships develop and evolve. For example, the use of contracting in the early stages can limit the mismatched expectations that provoke disappointment, but equally mentor actions at other stages play key roles in reducing potential failure. Our study has implications for the enhancement of mentor training and scheme coordination as well as contributing to the understanding of negative mentoring relationships.  相似文献   

14.
Parents of children with significant externalizing and internalizing behavioral problems habitually report greater parenting stress compared to parents of children without these challenges. One avenue to alleviate parenting stress and ameliorate youth outcomes is youth mentoring, which includes a supportive adult paired with a child with the objective of engendering positive outcomes. The researcher sought to (a) evaluate the effectiveness of mentoring programs for children with significant externalizing and internalizing behavioral problems on parenting stress and youth outcomes and (b) explore moderator variables that may influence program effectiveness. Five studies were included in the current meta-analysis. Results revealed a small effect of these specialized mentoring programs on youth outcomes and parenting stress. Moderator analyses revealed program characteristics that enhance effectiveness. Mentoring programs that target children with significant behavioral and emotional problems may function as an additional service to improve youth outcomes and family functioning.  相似文献   

15.
The purpose of this study was to determine the differences in mentoring across three different clinical settings: student teaching, early field experiences, and entry year teachers. Eighteen teachers with mentoring experience in all three clinical settings were selected and interviewed. The teachers’ expectations for teacher development, mentoring relationships, and mentoring strategies differed across all three clinical settings. In addition, their confidence, their relationship with mentees, and their mentoring strategies were influenced by two features of the clinical setting: (a) the amount of time for mentoring interactions, and (b) the expectations for the mentee. To improve mentoring, the authors recommend (a) lengthening clinical experiences, (b) providing support for creating positive relationships, and (c) providing professional development specific to each of the three clinical settings.  相似文献   

16.
In this study, we explored socioeconomic status (SES) and family structure as predictors of resiliencies among at-risk youth before and after participating in schools-based mentoring programs. Twenty-four youths (13 girls) aged 13–18 (M = 16.21, SD = 1.76) participated. Youths completed pre- and post-test Developmental Assets Profile questionnaires, which assessed internal (e.g. social competence) and external (e.g. support) assets. Partial correlations (age, number of siblings controlled) indicated gains in internal and external assets were associated with lower family SES. These associations were predominantly due to links between maternal occupational status and child outcomes. Maternal education was not a unique predictor of risk among youth, suggesting that more proximal factors may impact the efficacy of youth mentoring.  相似文献   

17.
Over the last decade, community leaders have connected with students through school‐based mentoring (SBM) programs (e.g., adults who mentor at‐risk students). However, research in the area of SBM is only on the cusp of understanding relationship elements for impacting youth. In this collective case study, we examined the perceptions and experiences of 11 selected mentors in dyadic relationships (i.e., mentee and mentor) to understand better ways to retain and to engage mentors for longer‐lasting mentoring relationships, providing a sense of connectedness for students. Specifically, we investigated purposes and approaches of mentoring through the voices and experiences of mentors working with elementary‐aged students in SBM. Results revealed self‐sustaining synergy within the dyads (with little or no program support) and themes of consistency, commitment, spirituality, playfulness, the use of self‐disclosure, creativity, and emphasis on the present. In addition, implications for cross‐cultural and, in particular, cross‐age mentoring are discussed. One exemplar case illustrates specific profile characteristics used to bridge age, gender, and cultural differences.  相似文献   

18.
The information age is changing the dynamics of many relationships, including mentoring. This article defines traditional mentoring according to its function and effectiveness and then expands the definition of mentoring to include computer-mediated communication (CMC), or e-mentoring. We propose that e-mentoring holds promise for redefining mentoring relationships and changing the conditions under which mentoring is sought and offered. E-mentoring could potentially make mentoring relationships more available to groups that have previously had limited access to mentoring. Benefits of and barriers to e-mentoring are considered, as are strategies for establishing an e-mentoring relationship. E-mentoring resources are reviewed.  相似文献   

19.
Out-of-school-time programs for youth that are focused on STEM content are often seen as affording opportunities to increase youth engagement, interest, and knowledge in STEM domains, yet we know relatively little about how youth actually experience such programs. In this article, we explore how experiences and activities employed in the delivery of summer STEM programs are associated with youth engagement during programming, and whether youth characteristics moderate these relationships. Data were collected from 203 youth (ages 10–16) in nine summer programs using multiple methods including video, experience sampling, and surveys. Through the use of cross-classified, multi-level models, we found that youth reported higher engagement in program activities they perceived to be more challenging and relevant, and in activities, they perceived to have more affordances for learning or developing skills. Gender moderated these relationships such that the positive relationships observed among males were muted or nonexistent for girls. We further identify that program activities are differently associated with fostering challenge, relevance, and learning. Findings have implications for out-of-school STEM programming for youth.  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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