Investigating mentor commitment in youth mentoring relationships: The role of perceived program practices

Formal community-based youth mentoring relationships (CBM) are a popular form of intervention worldwide in which caring, non-parental adult figures are matched with at-risk children (i.e., children who experience an intense and/or chronic risk factor, or a combination of risk factors in personal, environmental and/or relational domains that prevent them from pursuing and fulfilling their potential) to promote development and health. Common models suggest that a close mentoring relationship is needed for the success of the intervention. However, it remains unclear which key relational processes and variables promote relationship quality to generate the most significant benefits. Using the PRISMA framework, 123 articles were identified as relevant for this review which explores the state of the literature on CBM relationships describing the main findings regarding the characteristics of the relationship and the mediating and moderating variables. An essential ingredient that consistently emerged for generating mentoring outcomes is characterized by feelings of support, sensitivity, and trust and accompanied by a purposeful approach to shaping the goals of the relationship. A balanced approach comprised of recreational, emotional, and catalyzing aspects has been reported as essential for mentoring success. Mentors’ positive attitudes toward underprivileged youth, maturity in terms of age and experience are essential in forging positive relationships. Mentees who have better relational histories and more positive personality traits exhibited higher relationship quality. However, data imply the possibility of addressing mentees from moderate risk status. Preliminary evidence on thriving as a mediating variable was found. Program practices, such as training, parental involvement, and matching based on perceived similarities and similar interests, emerged as important factors. Generating many research suggestions, the review identifies research questions and uncharted territories that require inquiry.

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Mentoring and Career Development among University Faculty

Journal of Education ◽

10.1177/002205749517700203 ◽

1995 ◽

Vol 177 (2) ◽

pp. 31-45 ◽

Cited By ~ 28

Author(s):

Frank M. Perna ◽

Bart M. Lerner ◽

Michael T. Yura

Keyword(s):

Professional Development ◽

Older Adults ◽

Young Adults ◽

Career Development ◽

Mentoring Relationships ◽

University Faculty

Historically, the major theories of career development have directly or indirectly implicated the role of older adults in the personal and professional development of young adults. Increasily, attention has been focused on explaining the dynamics and effects of these mentoring relationships. In this article we review and discuss the research relating to mentoring and university faculty career development.

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Protege Locus of Control and Psychosocial Mentoring: Mediating Role of Mentoring Initiation and Moderating Role of Trust

Jinnah Business Review ◽

10.53369/asfw9741 ◽

2018 ◽

Vol 6 (2) ◽

pp. 68-76

Author(s):

Muhammad Baig ◽

Keyword(s):

Locus Of Control ◽

Theory And Practice ◽

Self Report ◽

Mentoring Relationships ◽

External Work ◽

Mediating Role ◽

Work Locus Of Control ◽

Psychosocial Mentoring ◽

Moderating Role

This study examined proteges work-locus of control, mediating role of mentoring initiation and moderating role of trust in mentor for successful psychosocial mentoring relationships at work. Data were collected using a self report questionnaire from a sample of 79 employees of a large commercial bank in Pakistan. Results of multiple regression analysis indicated that proteges external work-locus of control was negatively associated with psychosocial mentoring. However proteges mentoring initiation and trust on mentor did not play mediating and moderating role respectively in this relationship. The study discusses implications for theory and practice.

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Mentoring partnerships for success : the role of mentoring in reconstructing professional identities and in creating a sense of belonging for internationally-educated teachers from visible minority groups in greater Toronto area school communities

10.32920/ryerson.14653659 ◽

2021 ◽

Author(s):

Patricia Robertson

Keyword(s):

Minority Groups ◽

Mentoring Programs ◽

Mentoring Relationships ◽

Visible Minority ◽

Professional Identities ◽

Collaborative Relationships ◽

School Communities ◽

Educational Stakeholders ◽

Greater Toronto Area

This study explores and analyses mentoring relationships between unemployed and underemployed internationally-educated teachers (IETs) from visible minority groups and Canadian-experienced educators, and their influence on the re-establishment of migrant teachers' professional identities and perceptions of inclusion in Greater Toronto Area (GTA) school communities. A detailed literature review summarizes previously identified issues in this area while, nine in-depth interviews conducted with mentees, mentors and mentoring pairs in this study identify prior and newly emergent themes. Primary themes that transpired include: the presence of varying forms of resistance from the dominant community towards IETs; the role of mentoring relationships in meeting IETs' needs; and the importance of consistency, trust and honesty in building collaborative relationships that foster IETs' successful integration into the teaching field. Recommendations include: the delivery of equity-oriented programming through educational bodies; the development of sustainable occupation-specific teacher mentoring programs; and the promotion of IETs to the greater community by educational stakeholders.

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Mentoring partnerships for success : the role of mentoring in reconstructing professional identities and in creating a sense of belonging for internationally-educated teachers from visible minority groups in greater Toronto area school communities

10.32920/ryerson.14653659.v1 ◽

2021 ◽

Author(s):

Patricia Robertson

Keyword(s):

Minority Groups ◽

Mentoring Programs ◽

Mentoring Relationships ◽

Visible Minority ◽

Professional Identities ◽

Collaborative Relationships ◽

School Communities ◽

Educational Stakeholders ◽

Greater Toronto Area

This study explores and analyses mentoring relationships between unemployed and underemployed internationally-educated teachers (IETs) from visible minority groups and Canadian-experienced educators, and their influence on the re-establishment of migrant teachers' professional identities and perceptions of inclusion in Greater Toronto Area (GTA) school communities. A detailed literature review summarizes previously identified issues in this area while, nine in-depth interviews conducted with mentees, mentors and mentoring pairs in this study identify prior and newly emergent themes. Primary themes that transpired include: the presence of varying forms of resistance from the dominant community towards IETs; the role of mentoring relationships in meeting IETs' needs; and the importance of consistency, trust and honesty in building collaborative relationships that foster IETs' successful integration into the teaching field. Recommendations include: the delivery of equity-oriented programming through educational bodies; the development of sustainable occupation-specific teacher mentoring programs; and the promotion of IETs to the greater community by educational stakeholders.

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Key Considerations for Advancing Women in Coaching

Women in Sport and Physical Activity Journal ◽

10.1123/wspaj.2018-0069 ◽

2019 ◽

Vol 27 (2) ◽

pp. 128-135 ◽

Cited By ~ 3

Author(s):

Jenessa Banwell ◽

Gretchen Kerr ◽

Ashley Stirling

Keyword(s):

Gender Equity ◽

Thematic Analysis ◽

Mentoring Relationships ◽

Future Research ◽

Full Time ◽

Structured Interviews ◽

Part Time ◽

Business Engineering ◽

Female Coaches

Women remain underrepresented in the coaching domain across various levels of sport both in Canada and internationally. Despite the use of mentorship as a key strategy to support female coaches, little progress has been seen in achieving parity. At the same time, greater advances in gender equity have occurred in other non-sport sectors such as business, engineering, and medicine. The purpose of this study, therefore, was to learn from non-sport domains that have seen advances in gender equity to inform mentorship for women in coaching. A mixed-methods methodology was employed and consisted of distributing mentorship surveys to female coaches (n = 310) at various competitive levels, representing current (88%), former (12%), full-time (26%), part-time (74%), paid (54%), and unpaid (46%) coaching status. In addition, eight in-depth semi-structured interviews were also conducted with women in senior-level positions across various non-sport domains, including business (n = 1), media (n = 1), engineering (n = 2), higher education (n = 1), law (n = 1), and medicine (n = 2), regarding the role of mentorship in advancing women in their field. A descriptive and thematic analysis of the survey and interview data were conducted and findings are interpreted to suggest considerable variation in the characteristics of female coaches’ mentoring relationships, as well as the need to move beyond mentorship to sponsorship for advancing women in coaching. Recommendations for future research and advancing women in coaching are provided.

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