Mentoring Functions and Outcomes: An Integrative Literature Review of Sociocultural Factors and Individual Differences

Abstract

The purpose of this article was to examine the possible roles sociocultural and individual difference variables play in fostering mentoring relationships. Using the integrative literature review method, we first identified four themes constituting sociocultural factors examined in mentoring relationships: gender, ethnicity, culture, and age. Nine broad themes constituting individual differences examined in mentoring relationships emerged: cognitive styles, personality, locus of control, attachment styles, interpersonal orientation, organizational orientation, learning goal orientation, social judgment capacity, and achievement and avoidance orientation. We found that though mentoring research has extensively studied sociocultural factors, it lacks sufficient depth in discussing mentoring functions and outcomes from the individual difference perspective. Individual differences need to be independently incorporated into future mentoring research, as well as in combination with research with sociocultural factors.

Mentoring for entrepreneurs: A boost or a crutch? Long-term effect of mentoring on self-efficacy

“…Dweck, 2008) that entrepreneurs seem to exhibit when choosing this career (Culbertson et al, 2011), and based on our previous arguments and findings, mentoring can be more relevant to the success of entrepreneurs who are less suited for this type of career. More studies are needed in order to assess the impact of LGO in choosing entrepreneurship as a career, and in succeeding in the establishment of a viable business, but our results point in that direction and fulfil an important recently highlighted research gap (Banerjee-Batist et al, 2019).…”

“…While LGO has been used in a few mentoring studies, it appears that the effect of this mind-set for novice entrepreneurs, and especially the potential moderating effect on the improvement of ESE through mentoring, have yet to be studied and represent another of our intended contributions. This adds to the investigation of the individual characteristics that could foster, or hamper, entrepreneurial support (Ciuchta et al, 2018), an area of mentoring research that has been overlooked (Banerjee-Batist et al, 2019). Finally, while there is a new stream of studies that look at the effect of entrepreneurial support, especially mentoring and coaching, very few use mentor functions to assess the quality and depth of the mentoring relationship (Nabi et al, 2019).…”

Do servant, transformational, transactional, and passive avoidant leadership styles influence mentoring competencies for faculty? A study of a gender equity leadership development program

“…Passive avoidant leadership is characterized by punishments and avoidant behaviors as it “strives to maintain the status quo through delay, absence and indifference” (Sosik & Godshalk, 2000, p. 372). As mentoring is based on a positive relationship where the mentor actively seeks positive career and developmental opportunities for their protégés, acts as a positive role model, and provides psychosocial support, there will likely be a negative relationship between passive avoidant leadership and mentoring (Banerjee‐Batist, Reio Jr, & Rocco, 2019; Day, 2000; Noe, 1988; Sosik & Godshalk, 2000; Yukl, 1994). The passive avoidant leader shirks their responsibility and is indifferent toward their subordinates, this leadership style is in stark contrast to servant leadership, which we discuss next (Bass & Bass, 2008).…”

“…Mentors with greater learning goal orientation and servant leadership were found to provide their protégés with better role modeling, career development, and psychosocial support (Egan, 2005; Godshalk & Sosik, 2000). Further, those with servant leadership behaviors may be more receptive to training and development, likely to evolve their mentoring schemas and become more effective mentors over time (Banerjee‐Batist et al, 2019). This research suggests that as individuals grow as servant leaders, their skills in identifying and meeting others' needs increase, and these leaders will demonstrate the interpersonal relational skills necessary of mentors to meet the career and psychosocial needs of their protégés (Allen, Eby, & Lentz, 2006; Jackson, 2009; Paul & Fitzpatrick, 2015; Steinbeck, 2009).…”

Building Relationships With LGBTQ+ Mentees by Sharing Our Vulnerability

“…Taking stock of what had been written on the topic in adult education and human resource development (HRD), notably, no mention was made of mentoring (Schmidt, Githens, Rocco, & Kormanik, 2012). More recently, an analysis of the sociocultural factors focused on mentoring research in our field identified gender, ethnicity, culture and age, although not LGBTQ+ identities, with the largest bodies of literature focused on women or Black identities (Banerjee‐Batist, Reio, & Rocco, 2019). However, the identities of LGBTQ+ mentees, like Tasha, always intersect with other often marginalized identities, so knowledge gleaned from these studies is relevant.…”