Cultural influences on mentoring programs and relationships: a critical review of research

Abstract

Purpose -The purpose of this paper is to identify and summarize the primary themes and issues examined in relevant international research dealing with the relationship between culture and mentoring. The focus is on formal mentoring programs for educators in primary and secondary schools and higher education settings. Design/methodology/approach -The literature surveyed covered the direct and indirect impacts of culture on mentoring in primary, secondary and higher education settings. Manuscripts were organized around the topics of teacher education, teacher and leader development, and higher education. A thematic synthesis approach was used to summarize the findings. Findings -Findings indicated that research on cultural aspects of mentoring in education has focused on three primary themes: cultural aspects of the mentoring relationship; the impact of organizational structures on mentoring programs and relationships; and the manner in which ethnicity and societal beliefs relate to the purposes and structures of mentoring. Research limitations/implications -There is a lack of research that deals specifically with the manner in which culture influences mentoring programs and relationships. Practical implications -It is vital for those involved in developing mentoring programs and relationships to be culturally aware of and sensitive to cultural dynamics in order to counteract and overcome possible barriers to success. Originality value -Fresh insights are offered into the research that has been conducted within these educational settings. Areas and topics are identified where research is lacking and recommendations for future research that would enlighten the field are presented.

Exclusion in Academia: Latina Faculty Struggle Towards Tenur

“…The findings aligned with the literature reviewed in this research study. This alignment with the literature further supports the need for university leadership to take action and set a direction towards organizational inclusion on diversity issues to better serve the growing needs of diverse student populations, to increase student competencies in a global market, and to maintain a highly committed, diverse, and productive faculty workforce (Kent et al, 2013;Mor Barak, 2013;Sabharwal, 2014;Stevenson, 2016). The findings demonstrate a need to remove the identified barriers that affect Latina faculty seeking tenure to increase representation in higher education.…”

“…As the southeastern area of the United States continues to grow with diverse populations, the lack of Latina faculty can have a serious impact on the local communities where students need a diverse faculty that represents themselves and the general changing population in the real world (Lee, 2010). Kent, Kochan, and Green (2013) suggested in terms of educational professions, there are not enough minorities and female professionals available who can serve as mentors to students. Some researchers have suggested that it is important for mentors and mentees to share the same ethnic backgrounds because it allows both to build a stronger bond, more satisfaction, and a better outcome (Liang & Grossman, 2007;Orlando-Barack, 2003).…”

Experimenting with dialogic mentoring: a new model

“…According to Dawson (2014, p. 137) 'by 2007 there were more than 50 definitions of mentoring used in the research literature'. These definitions further multiply in the mentoring literature on mentoring frameworks (Dominguez and Hager, 2013), programmes (Kent et al, 2013) and models (Buell, 2004). Much of this literature focuses on the roles, procedures, functions and outcomes of mentoring.…”

Increasing Multi-Cultural Awareness in Engineering Students

“…This type of programming can help address a gap for those engineering students who either choose not to study or work abroad and/or may encourage some to consider going abroad who wouldn't have otherwise. Another gap which this study addresses is the paucity of research on the impact of culture on mentoring programs and relationships (Kent et al, 2013). Also, in having conducted this study in mentoring programs for women in engineering students, we show that exposure to these multicultural activities has a positive impact on this particular population of women in engineering undergraduate students with regards to broadening their view of and engagement in activities related to diversity, inclusion and intercultural awareness.…”

“…We also recognized, as others have before 1718 that the international participants in our program could help to increase multicultural awareness for our domestic participants, while conversely, domestic students can support the integration of international peers into the university. While other studies related to cultural aspects of mentoring in education tend to focus on three primary themes surrounding the mentoring relationship, organizational structure, and "manner in which ethnicity and societal beliefs relate to the purposes and structures of mentoring" 20 , this study will examine how multicultural awareness can be integrated into general mentoring programs utilizing the diversity of program participants.…”