Mentoring supports and mentoring across difference: insights from mentees

Li, Shaobing; Malin, Joel R.; Hackman, Donald G.

doi:10.1080/13611267.2018.1561020

Cited by 35 publications

(38 citation statements)

References 25 publications

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“…A peer mentoring program was established for first-year EdD students who were paired with graduates of the program or students who were further along in our EdD program to serve as mentors (Burlew, 1991;Li, 2018;Lowery et al, 2019;McConnell et al, 2019). These mentors were recruited based upon recommendations from faculty and attended a training session to orient them to the purpose and goal of their mentoring role (Gaskill, 1993).…”

Section: Program Creation Considerationsmentioning

confidence: 99%

Creating, Implementing, and Redefining a Conceptual Framework for Mentoring Pathways for Education Doctorate Students

Brown

Geesa

McConnell

2020

hlrc

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Supporting the proficiencies scholar-practitioners need to be successful in Doctor of Education (EdD) programs typically differ from the needs of traditional doctoral students in other types of programs; however, EdD students may benefit from participating in a mentoring program during the progression of their academic career. Several theoretical and conceptual frameworks that influence mentoring programs exist at the doctoral level despite the lack of research conducted that is specific to EdD degrees. In this article, we review several frameworks that influenced the creation and redesign of the Mentoring Pathways Program, developed explicitly to address the needs of scholar-practitioners attending a midwestern university. Through this process, we developed a Mentoring Pathways Program Model, by exploring the domains of sustainability, networking, and expected outcomes, with each domain enhanced through the foundational disciplines of readiness, self-efficacy, and progress. The development and implementation of the MPP model guides the mentoring approach for our EdD students while allowing for the flexibility to accommodate changing needs and requests. In this article, we present a reflective and responsive practice towards EdD mentor and mentee relationships, which are assessed yearly through surveys, interviews, and focus groups.

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Section: Program Creation Considerationsmentioning

confidence: 99%

Creating, Implementing, and Redefining a Conceptual Framework for Mentoring Pathways for Education Doctorate Students

Brown

Geesa

McConnell

2020

hlrc

View full text Add to dashboard Cite

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“…Some groups envision renewal of academy and professions in light of retirements (Collins, Lewis, Stracke, & Vanderheide, 2014). Mentoring is thus 'critical' for supporting doctoral students and new faculty endeavoring to meet expectations within higher education (Li et al, 2018). An analysis of U.S. national datasets even indicated that 'proper' and 'strong' mentoring is indispensable to EDL/ADM programs for strengthening graduates' readiness for work and capacity to lead and collaborate (Perrone & Tucker, 2019).…”

Section: Features and Dynamicsmentioning

confidence: 99%

“…EDL/ADM mentoring initiatives that pair students from underserved groups with faculty mentors through professional associations foster mindful mentorship. Sponsored PMGs like UCEA's may be recognized for their success (Li et al, 2018).…”

Section: Social (In)justice and Inclusionmentioning

confidence: 99%

“…As operationalized, we are knitted to 'peerships' (Kroll, 2016) within our PMGs and at the level of the whole, wherein issues (e.g., hierarchy, belonging, contribution, oppression, voice) are aired. Each PMG has organically developed around or was organized to support partners' aims while furthering the collective's goals and impact (Hackmann & Malin, 2018;Li et al, 2018;.…”

Section: Dynamic Patterns Of Alternative Mentoringmentioning

confidence: 99%

“…• Peer group mentoring (also, relational mentoring) that is peer-directed or, alternatively, faculty-led (e.g., Fletcher & Mullen, 2012;Mullen, 2011;Rawlinson & Willimott, 2016) • Group-based mentoring via networks and programs (e.g., Altus, 2015;Clutterbuck, Kochan, Lunsford, Dominguez, & Haddock-Millar, 2017;Huizing, 2012;Irby et al, 2020;Kroll, 2016) • Mentoring in heterogenous groups and with people of color (e.g., Bristol, Adams, & Johannessen, 2014;Irby, 2014;Li, Malin, & Hackman, 2018;Mondisa & McComb, 2018;Welton, Mansfield, & Lee, 2014) • Mentoring as EDL/ADM group members (e.g., Hackmann & Malin, 2018; Hayes Group mentoring, combined with search terms university and EDL/ADM, returned 230 results. Honed by adding peer to stipulate peer group mentoring, 44 sources proved applicable.…”

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confidence: 99%

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Dynamics shaping collaborative peer group mentoring among educational leaders

Mullen

Boyles²,

Witcher

et al. 2020

Mentoring & Tutoring: Partnership in Learning

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Group mentoring, an alternative to traditional mentoring, is dynamic, collaborative, and inclusive, yet it is underexplored in the literature. The peer mentoring group (PMG) phenomenon was researched through three educational leadership and administration polyads: (1) the Spirals, consisting of award-winning faculty mentors and novice scholars; (2) the Researcher Development Program, uniting faculty mentors and doctoral students in mentoring; and (3) a doctoral cohort at a Virginia-based research university. The first two yearlong mentoring initiatives are held at the University Council for Educational Administration's convention. A qualitative selfstudy approach was used to narratively investigate the four authors' intersubjective PMG experiences. Document analysis of a literature review; transcribed conversation, researcher field notes, and first-person accounts yielded four themes: justice expressed, change enacted, power distributed, and hierarchy undone. Anyone in search of ideas or strategies favoring effective PMGs should find value in this article that looks to peer group mentorship as offering renewal.

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