Cultural Competence and Inclusivity in Mentoring, Coaching, and Advising

Vaccaro, Annemarie; Camba-Kelsay, Melissa J.

doi:10.1002/yd.20290

Cited by 7 publications

(9 citation statements)

References 18 publications

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“…This became important as we finalized the attribute codes. Example attribute codes identified included pro-diversity beliefs (e.g., Randel et al, 2018), cultural competency (e.g., Vaccaro & Camba-Kelsay, 2018), and analyze conscious and unconscious bias (e.g., Molinari et al, 2019). The first coding cycle produced 602 identified attributes codes.…”

Section: Methodsmentioning

confidence: 99%

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THE PATH TO INCLUSION: A Literature Review of Attributes and Impacts of Inclusive Leaders

Fagan¹,

Wells²,

Guenther³

et al. 2022

Journal of Leadership Education

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The impending demographic shift in the United States (Vespa et al., 2020) will require leadership educators to reexamine the relationship between diversity and inclusive leadership. Our literature review revealed inclusive leadership has historically not been viewed with a diversity perspective. To better understand the link between diversity and inclusive leadership, we reviewed how leadership scholars, researchers, and authors have described the attributes and impacts of inclusive leaders. Through inductive coding, we identified seven attributes (i.e., characteristics and actions) of inclusive leaders. When these attributes are acted upon, inclusive leaders create various impacts on followers. These impacts are applied to Shore et al.'s (2011) inclusion framework. Both the attributes and impacts are presented to provide information and tools to better equip leadership educators with the knowledge to foster classroom inclusion in diverse classroom environments.

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Section: Methodsmentioning

confidence: 99%

“…These inclusive leaders will also be knowledgeable of theoretical perspectives of race such as intersectionality theory (Taylor & Brownell, 2017) and have developed their own cultural competency (Vaccaro & Camba-Kelsay, 2018).…”

Section: Commitmentmentioning

confidence: 99%

THE PATH TO INCLUSION: A Literature Review of Attributes and Impacts of Inclusive Leaders

Fagan¹,

Wells²,

Guenther³

et al. 2022

Journal of Leadership Education

View full text Add to dashboard Cite

show abstract

“…Other scholars have also highlighted the importance of interpersonal skills, open‐mindedness, emotional stability, and self‐awareness (Liang & Grossman, 2007; Rhodes, 2002; Sanchez & Colón, 2005; Woods et al., 2013). Similarly, cultural and emotional intelligence is essential in intercultural mentoring relationships (Sanchez & Colón, 2005; Vaccaro & Camba‐Kelsay, 2018). Importantly, mentors must facilitate trusting relationships with mentees by validating mentees' experiences (Vaccaro & Camba‐Kelsay, 2018).…”

Section: Skills For Intercultural Mentors and Menteesmentioning

confidence: 99%

“…Similarly, cultural and emotional intelligence is essential in intercultural mentoring relationships (Sanchez & Colón, 2005; Vaccaro & Camba‐Kelsay, 2018). Importantly, mentors must facilitate trusting relationships with mentees by validating mentees' experiences (Vaccaro & Camba‐Kelsay, 2018).…”

Section: Skills For Intercultural Mentors and Menteesmentioning

confidence: 99%

Intercultural Mentoring in Higher Education

Adebayo,

Sunderman

2023

J of Leadership Studies

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Intercultural mentoring is increasing in higher education in response to diversification and globalization. While intercultural mentoring relationships experience unique challenges, it can be a development learning opportunity for both mentors and mentees. Therefore, the current article discusses the following aspects of intercultural mentoring relationships in higher education: benefits and challenges, recommendations for effective practice, the role of mentors and mentees in ensuring a successful relationship, and future research frontiers. Mentors and mentees in intercultural mentoring relationships, as well as formal mentoring programs with intercultural mentoring dyads, will benefit from the recommendations offered in the current article.

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“…Weekly meetings among mentors should include active reflection processes where each mentor can share successes and frustrations and receive guidance and support from fellow mentor peers and program staff (Hastings, 2016; Sipe, 2002). Additionally, Vaccaro and Camba‐Kelsay (2018) highlighted the importance of mentors understanding issues of power, privilege, and oppression and engaging in reflection regarding the ways their social identities and positionality influence their interactions with mentees who are from minoritized populations, such as racially minoritized students.…”

Section: Recommendations For Effective Mentoring Practice and Programsmentioning

confidence: 99%

Evidence‐Based Practices in Mentoring for Leadership Development

Hastings

Sunderman

2020

New Drctns Student Lead

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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).

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Cultural Competence and Inclusivity in Mentoring, Coaching, and Advising

Abstract: This chapter asserts that effective mentors, coaches, and advisors must be culturally competent in order to engage in inclusive practice with emerging leaders. Specific recommendations are provided.

Cited by 7 publications

References 18 publications

THE PATH TO INCLUSION: A Literature Review of Attributes and Impacts of Inclusive Leaders

THE PATH TO INCLUSION: A Literature Review of Attributes and Impacts of Inclusive Leaders

Intercultural Mentoring in Higher Education

Evidence‐Based Practices in Mentoring for Leadership Development

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