Purposes and Approaches of Selected Mentors in School‐based Mentoring: A Collective Case Study

Abstract

Over the last decade, community leaders have connected with students through school-based mentoring (SBM) programs (e.g., adults who mentor at-risk students). However, research in the area of SBM is only on the cusp of understanding relationship elements for impacting youth. In this collective case study, we examined the perceptions and experiences of 11 selected mentors in dyadic relationships (i.e., mentee and mentor) to understand better ways to retain and to engage mentors for longer-lasting mentoring relationships, providing a sense of connectedness for students. Specifically, we investigated purposes and approaches of mentoring through the voices and experiences of mentors working with elementary-aged students in SBM. Results revealed self-sustaining synergy within the dyads (with little or no program support) and themes of consistency, commitment, spirituality, playfulness, the use of self-disclosure, creativity, and emphasis on the present. In addition, implications for cross-cultural and, in particular, cross-age mentoring are discussed. One exemplar case illustrates specific profile characteristics used to bridge age, gender, and cultural differences. C 2013 Wiley Periodicals, Inc.

Stakeholder perceptions of mentoring in developing girls’ STEM identities: “you do not have to be the textbook scientist with a white coat”

“…This also suggests that consideration should be given to enabling girls to interact with STEM mentors who come from similar backgrounds, socially and culturally. This aligns with a study of mentoring relationships from Frels et al. (2013) who found that having a range of ethnicities can be important so that girls are more likely to see STEM professionals who have the same ethnic background as them.…”

The Effects of Peer Mentoring

“…In other words, development depends on the immediate environment as well as the interaction of a larger environment through different interrelated systems. Peer mentoring, therefore, by combining academics with social settings, can affect mentees on the micro, mezzo, and community levels (Frels, et al, 2013). This is supported by research conducted by Frels, et al (2013).…”

“…Peer mentoring, therefore, by combining academics with social settings, can affect mentees on the micro, mezzo, and community levels (Frels, et al, 2013). This is supported by research conducted by Frels, et al (2013). According to the study, 96 percent of the mentors participating in examining perspectives and experiences of mentors emphasized the need to engage in social activities as well as academic responsibilities (Frels et al, 2013).Thus, mentoring should be evaluated from multiple perspectives.…”

Validity practices in qualitative research in school psychology

“…One of the most common strategies we found was for the primary researcher to use a secondary coder to co-code part of the data set, and then code the remaining dataset alone. For example, Justin et al (2021) and Frels et al (2013) conducted interrater agreement on 30% and 18% of the data respectively, and refined the coding scheme until they reached a satisfactory level of agreement with the secondary coder. The primary researcher in both the studies coded the rest of data alone using the refined coding scheme.…”

“…The most common form of triangulation was between multiple modes of data collection to gather data. For example, Frels et al (2013) used individual interviews, focus groups, and document review to arrive at their findings about the factors that seem to characterize the relationship between successful mentors and their mentees.…”