Multiple mentor model: A conceptual framework

Burlew, Larry D.

doi:10.1007/bf01322028

Cited by 39 publications

(23 citation statements)

References 6 publications

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“…Whether formal or informal, mentoring has been regarded as a positive and necessary component of career development (Burlew, 1991;Fagan & Gray, 1988;Gerstein, 1985;Sorcinelli, 1994). Burlew (1991) suggested that a mentor can be "anyone who provides guidance, support, knowledge, and opportunities" (p. 214). It is likely that there are many counselor educators already providing such support to junior faculty, and it is also likely that others would be willing to do so.…”

Section: Discussionmentioning

confidence: 99%

Women Counselor Educators: A Survey of Publication Activity

Roland

Fontanesi‐Seime

1996

Jour of Counseling & Develop

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Section: Discussionmentioning

confidence: 99%

Women Counselor Educators: A Survey of Publication Activity

Roland

Fontanesi‐Seime

1996

Jour of Counseling & Develop

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“…In fact, this recommendation is advised for any individual seeking to gain the value of mentoring, whether as students or as professionals. The value of multiple mentors is well-known (Higgins and Kram, 2001;Burlew, 1991); as would-be protégés develop relationships with mentors, they should seek out a number of individuals who will meet their needs in complementary ways, recognizing that it is unlikely they will find one individual who can meet all of their specific needs and interests as a mentor. Individualsmentors, protégés, or (preferably) bothshould recognize the benefits of multiple mentors and expect to have them.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Learning From the Experiences of Women of Color in Mentornet's One-on-One Program

Muller

Blake‐Beard

Barsion

et al. 2012

J Women Minor Scien Eng

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MentorNet (www.MentorNet.net), a nonprofit organization founded in 1997 as an online network for women in engineering and science, developed a large-scale one-on-one mentoring program, which has served tens of thousands of participants over the years of its operation. As participation grew, the increasing numbers of participants who selfidentified as people of color eventually provided a large enough dataset to analyze the program by race/ethnicity. This study seeks to shed light on the experiences of women of color, as programs designed to benefit the majority population may not serve all participants equally well. We also know that the group of professionals volunteering as mentors was not as diverse as the group of students seeking mentoring.Program evaluations based on responses to end-of-relationship surveys, taken together with data collected when participants first applied for the program, reveal that many students of color are particularly interested in discussing issues of race with a mentor. Even in cases where students initially expressed a preference to be matched with a mentor of the same race, however, their satisfaction at the end of a mentoring relationship was no less if they had been matched with a person of a different race. Students of color were more likely than White students to attribute their retention in college and increased motivation to succeed in their chosen fields to having an external mentor. Professionals participating as mentors who were people of color reported increased self-confidence from the experience, more so than did White mentors.

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“…Specifically, visualization techniques can assist the students' transition toward realizing possible selves; students envision themselves in future scenarios, and mentors help through discussion and feedback (Fletcher, 2000). Imagining positive future images and exploring careers with the aid of mentors have been combined successfully in programs designed for girls and women (Bartholomew, 1995;Rea-Poteat & Martin;1991).…”

Section: Self-concept and Career Developmentmentioning

confidence: 99%

“…Composite mentoring can be thought ofas the strategic selection of a diverse set of mentors, each mentor offering one aspect of the desired mentoring experience. In other words, rather than finding one mentor who can be emulated completely (Ibarra, 1999), female students can use their possible selves to guide the selection of a strategic set of mentors that can support their aspirations.Composite mentoring buildson the ideasthat White men can be effective mentors to women from diverse ethnic backgrounds (Atkinson, Neville, & Casas, 1991;Sosik & Godshalk, 2000) and that networking with multiple mentors is more advantageous than relying on one mentor (Bird & Didion, 1992;Burlew, 1991;Nolinske, 1995).…”

Section: Using Composite Mentors To Guide Career Developmentmentioning

confidence: 99%

“…Students should be encouraged to reflect on and determine their own goals (Murphy & Ensher, 2001), seeking mentors who can assist them rather than completely take over the process for them. These kinds of student behaviors may not come naturally; mentors and proteges alike need guidance to establish mentoring expectations (Burlew, 1991;Gaskill, 1993;Schwiebert, Deck, Bradshaw, Scott, & Harper, 1999).…”

Section: Using Composite Mentors To Guide Career Developmentmentioning

confidence: 99%

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Student Training Promotes Mentoring Awareness and Action

Packard

2003

The Career Development Quart

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Student training is a critical but often overlooked aspect of the mentoring process. Composite mentoring, involving the strategic selection of a diverse set of mentors, is proposed to guide students to take a more active role in their own mentoring experiences. A mentoring program with composite mentoring as a guiding framework was designed and implemented for college women pursuing science careers. The effectiveness of the program is illustrated, and students reported enhanced mentoring and career‐related experiences. Implications for advising, career counseling, and mentoring program design are discussed.

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Multiple mentor model: A conceptual framework

Cited by 39 publications

References 6 publications

Women Counselor Educators: A Survey of Publication Activity

Women Counselor Educators: A Survey of Publication Activity

Learning From the Experiences of Women of Color in Mentornet's One-on-One Program

Student Training Promotes Mentoring Awareness and Action

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