Exploring mentoring across gender, race, and generation in higher education

Abstract

Purpose The purpose of this paper is to examine a long-term mentoring relationship between a White female from the Traditional Generation and an African American male from the Xennial Generation, as engaged in a mentoring relationship within higher education institutions in the USA. The study investigated if, how and to what degree the differences and similarities between them influenced their mentoring relationship. Design/methodology/approach The authors used an autoethnographic approach involving extensive questioning, dialoguing, note keeping and analysis over eight months. Findings The analysis suggested that race had the greatest influence on the relationship. The primary reasons for mentoring success were similarities in family backgrounds and commonly held values. Research limitations/implications This study may not be generalizable to mentoring relationships that do not involve cultural differences in race, age or gender. Practical implications The paper offers a model for the types of strategies individuals can use in cross-racial mentoring endeavors to help build and sustain these relationships. It also includes suggestions for individuals engaged in mentoring relationships, which include gender, race or age differences, and organizations seeking to enhance diversity within their institutions. Originality/value There is not an extensive body of research on individual cross-racial, gender and generational mentoring that provides an analysis of the experience of those involved. Additionally, the model presented for examining cross-racial mentoring relationships is unique.

STEM doctoral mentoring: a call for a conscious, culturally responsive journey

“…The lack of diversity in the professoriate is most apparent in terms of the structural barriers it presents in mentoring a diverse class of students. Supporting research explains the mentoring gap in higher education, where mentoring relationships are fraught with power struggles, unconscious bias and misunderstandings (Freeman and Kochan, 2019; Johnson-Bailey and Cervero, 2004; Tillman, 2001). Faculty who have limited mentoring experiences with marginalized groups need information about how to “facilitate or confirm negative or affirming assumptions” (Wyatt et al , 2019, p. 1) within the academy.…”

“…Research has established that effective cross-cultural mentoring relationships impact minority student success in higher education and further career endeavors (Davidson and Foster-Johnson, 2001; Estrada et al , 2018; Felder, 2010; Freeman and Kochan, 2019). For example, Davidson and Foster-Johnson (2001) asserted that formal mentoring relationships are important to advance the success of graduate URM students because mentoring can improve socialization and integration in the department, strengthen professional and social networking, improve graduate student research skills and prepare them for the future workforce.…”

“…Brown-Nagin (2016) and Freeman and Kochan (2019) argued that higher education institutions face a mentoring gap. Underrepresented racial minority and low-income students face unique challenges in higher education and have unequal access to mentors who can nurture their talents and support them professionally and emotionally throughout their educational journey.…”

Coaching and mentoring in higher education institutions: a case study in Oman

“…The impact of coaching on individuals in various settings, ranging from HEIs to Fortune 500 companies, has been well-documented in the literature (Harvey et al, 2017;Kalpazidou and Faber, 2016;Newell, 2017;Williams et al, 2016). This section will attempt to review some studies with the following focus: (1) the effect of coaching on various groups including students, faculty members and administrators at HEIs (Carmel and Paul, 2015;Williams et al, 2016); (2) the place of culture in coaching (Freeman and Kochan, 2019); and (3) theories and frameworks that have been proposed to evaluate coaching (Harvey et al, 2017;Kalpazidou and Faber, 2016;Megginson and Clutterbuck, 2006).…”

“…A second element which transforms culture into a facilitating factor is the attitude of the coach/coachee. Although gender and ethnicity have been identified as inhibiting factors for coaching, mutual respect can work in favour of fostering coaching practices (Freeman and Kochan, 2019;Kochan et al, 2015;Wedell and Malderez, 2013). The fact that we live in an organizational environment that is multi-cultural must prompt us to think of aspects of culture that foster or hinder the coaching process if coaching is to be built into the organizational structure and systems.…”