Building friendship through a cross-cultural mentoring program

Woods, Peter; Poropat, Arthur Eugene; Barker, Michelle; Hills, Ruth; Hibbins, Raymond Thomas; Borbasi, Sally

doi:10.1016/j.ijintrel.2013.08.004

Cited by 36 publications

(28 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…More globally, relationship‐building qualities such as empathy, self‐concept, authenticity, transparency, and vulnerability have been identified in numerous studies as important mentor characteristics that can support students (Allen & Eby, 2010; Fries‐Britt & Snider, 2015). Personal attributes such as strong interpersonal skills, emotional stability, open‐mindedness, and self‐awareness are advantageous to intercultural mentors (Liang & Grossman, 2007; Miller, 2015; Rhodes, 2002; Woods et al., 2013). Further, the mentor's cultural sensitivity, cultural intelligence, cultural competence, and emotional intelligence have also demonstrated a significant effect on mentoring relationships, particularly intercultural mentoring relationships (Miller, 2015; Osula & Irvin, 2009; Rhodes, 2002).…”

Section: Factors That Contribute To Effective Mentorshipmentioning

confidence: 99%

“…Challenges specific to intercultural mentoring relationships include enhanced difficulty of trust‐building due to racial tensions and societal expectations (Johnson‐Bailey & Cervero, 2007) and demographic (e.g., ethnicity) and situational (e.g., power and position) disparities between mentors and mentees (Miller, 2015). When high‐quality mentoring relationships exist, there are significant benefits for both mentors and mentees; for instance, international students who had a peer mentor, compared to non‐mentored international students, spent significantly more time with cross‐ethnic friends and demonstrated enhanced cultural empathy and social initiative (Woods et al., 2013). Mentoring also benefits first‐generation students (Lightweis, 2014), as it has a positive effect on college retention and student persistence (Crisp & Cruz, 2009).…”

Section: Critical Perspectives On Mentorshipmentioning

confidence: 99%

See 1 more Smart Citation

Evidence‐Based Practices in Mentoring for Leadership Development

Hastings

Sunderman

2020

New Drctns Student Lead

View full text Add to dashboard Cite

Mentoring is recognized as one of the most promising practices for both leader and leadership development because of its effectiveness at facilitating development (Day, 2001). Mentoring embeds leadership development within the ongoing experiences of a developing leader-an increasingly desired feature of leadership development interventions (Day & Liu, 2019). Each mentoring opportunity generates unique leadership development experiences and outcomes. An effective mentoring relationship satisfies the need to develop and sustain positive relationships; linking mentoring to positive affective, cognitive, and behavioral outcomes (Allen & Eby, 2010). Mentoring develops intrapersonal and interpersonal competence in the mentee, expanding their understanding of organizations and achieving greater social capital (Day, Fleenor, Atwater, Sturm, & McKee, 2014). Mentorship also positively influences outcomes like leadership self-efficacy, political skills, and socially responsible leadership (Chopin, Danish, Seers, & Hook, 2013; Dugan & Komives, 2010). Mentors themselves also benefit from increased pride and satisfaction, refined leadership competencies, stronger confidence, improved job performance, and higher levels of generativity (Hastings et al., 2015).

show abstract

Section: Factors That Contribute To Effective Mentorshipmentioning

confidence: 99%

Section: Critical Perspectives On Mentorshipmentioning

confidence: 99%

Evidence‐Based Practices in Mentoring for Leadership Development

Hastings

Sunderman

2020

New Drctns Student Lead

View full text Add to dashboard Cite

show abstract

“…A search in its online archive from 1977 until September 2014 has identified 15 relevant articles, here (Cushner, 2005;Woods et al, 2011;Davidheiser, 2005;Kealey et al, 2005;Kelman, 2005;Marsella, 2005;Salzman, 2008;Cvajner & Sciortino, 2010;Buddenhagen & Baldwin, 2011;Nijhuis et al, 2011;Rivers, 2011;Dunne, 2013;Rienties & Nolan 2013;Kuchenbrandt et al, 2014). (Pearson et al, 2010;Tamam, 2010;Hoover, 2011;Takahashi & Meisner, 2011;Johnson & Callahan, 2013).…”

Section: The International Journal Of Intercultural Relations (Ijir) mentioning

confidence: 99%

What Is Intercultural Sustainability? A First Exploration of Linkages Between Culture and Sustainability in Intercultural Research

Busch¹

2016

JSD

View full text Add to dashboard Cite

The sustainability of intercultural relations recently again has been identified as a central, but still neglected responsibility for intercultural research (e.g. Alexander et al., 2014a;Alexander et al., 2014b). This article identifies three different notions of sustainability related to culture in contemporary intercultural research: Egocentric uses focus on one single culture or organization. Utilitarian understandings argue that a sustainable care for intercultural relations may serve other sustainability goals. Allocentric notions ask for a global and equal dialogue on the concept. Complementing the authors above, this article argues for a stronger reflection and analysis of notions of sustainability in intercultural research.

show abstract

“…Straffon (2003) measured the intercultural development of students in international schools and found a high percentage (97%) of students were more ethno-relativistic in their attitude. Woods et al (2013) in a study on cross cultural mentoring programs found that social initiative had a positive relationship with cross cultural friendship. Being in an international campus does not equate to intercultural communication as shown in the study conducted by Halualani (2008).…”

Section: Inter-individual Factors Influencing Intercultural Developmentmentioning

confidence: 99%

Factors influencing international student's intercultural development and engagement

Kumar

Kamalanabhan

2015

IJBIR

View full text Add to dashboard Cite

A pressing need to develop intercultural outlook of students to meet global employment market has encouraged several universities to promote international student exchange programs. Mere exposure to cultures is not sufficient to build intercultural sensitivity. This study addresses the prediction and outcome of intercultural development among international students. Four intra-individual factors, three inter-individual factors and demographic variables are described as important predictors. Outcome of intercultural development is described in terms of student engagement. A survey questionnaire was administered on 184 European students. Empirical testing reveals that gender and duration of stay made a significant impact on intercultural development. Findings showed that intercultural development significantly predicted by cosmopolitanism, emotional intelligence and social support. Furthermore, a unique relationship between frequency of interaction and intercultural development was found. Intercultural development is a significant predictor of student engagement. Practical implication for assessment, training and development, and planning exchange program for students are discussed.

show abstract

Building friendship through a cross-cultural mentoring program

Cited by 36 publications

References 27 publications

Evidence‐Based Practices in Mentoring for Leadership Development

Evidence‐Based Practices in Mentoring for Leadership Development

What Is Intercultural Sustainability? A First Exploration of Linkages Between Culture and Sustainability in Intercultural Research

Factors influencing international student's intercultural development and engagement

Contact Info

Product

Resources

About