The culture of mentoring: Ethnocultural empathy and ethnic identity in mentoring for minority girls.

Peifer, Janelle S.; Lawrence, Edith C.; Williams, Joanna Lee; Leyton-Armakan, Jen

doi:10.1037/cdp0000078

Cited by 20 publications

(13 citation statements)

References 36 publications

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“…Limitations notwithstanding, the findings support past research focused on the importance of mentor and youth characteristics in mentoring relationship quality (e.g., Karcher et al, 2005;Zinn, 2017) and the role of mentors' cultural skills in their relationships with girls of color (Leyton-Armakan et al, 2012;Peifer et al, 2016). Whereas the mentoring literature has focused more attention on the differences in youth outcomes between cross-versus same-race mentoring relationships (e.g., Rhodes, Reddy, Grossman, & Lee, 2002), this study responds to calls to examine racialϪethnicϪcultural processes that influence mentoring relationships and outcomes (Albright, Hurd, & Hussain, 2017;Sánchez et al, 2014).…”

Section: Limitationssupporting

confidence: 79%

“…Although Peifer et al (2016) did not find that mentor race influenced the association between ethnocultural empathy and ethnic identity exploration, theory suggests that mentor race (White vs. person of color) may actually moderate the association between other mentor cultural skills and mentee ethnic identity. Because of the marginalization of people of color in the United States, they typically engage in meaning-making about their racial and ethnic experiences compared to that of other individuals and groups (Rivas-Drake et al, 2014).…”

Section: Culturally Relevant Mentor and Youth Characteristics And Out...mentioning

confidence: 65%

See 1 more Smart Citation

Do mentor support for ethnic–racial identity and mentee cultural mistrust matter for girls of color? A preliminary investigation.

Sánchez¹,

Pryce

Silverthorn

et al. 2019

Cultural Diversity & Ethnic Minority Psychology

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The aim of this repeated-measures study was to examine the roles of cultural mistrust and perceived mentor support for ethnic-racial identity in a sample of girls of color. It was hypothesized that mentors' support for ethnic-racial identity measured at baseline would influence relationship quality, as well as the girls' ethnic identity and cultural mistrust, at the end of the intervention, adjusting for baseline measures. It was also hypothesized that girls' cultural mistrust toward Whites at baseline would be negatively associated with mentoring relationship quality at the end of the intervention. Method: Participants were 40 adolescent girls of color who were matched with racially-ethnically diverse women mentors in a community-based mentoring program. Results: Mentor support for ethnic-racial identity as reported by youth significantly predicted relative increases in youth reports of relational but not instrumental satisfaction. Higher mentor support for ethnic-racial identity also significantly predicted increases in ethnic identity exploration, but only among girls with White mentors. Further, youth's reported greater cultural mistrust toward Whites was a significant predictor of decreased instrumental relationship satisfaction among girls with White mentors. Conclusions: Findings support the importance of further efforts to understand the roles of culturally relevant relationship processes and youth attitudes in mentoring interventions for girls of color.

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Section: Limitationssupporting

confidence: 79%

Section: Culturally Relevant Mentor and Youth Characteristics And Out...mentioning

confidence: 65%

Do mentor support for ethnic–racial identity and mentee cultural mistrust matter for girls of color? A preliminary investigation.

Sánchez¹,

Pryce

Silverthorn

et al. 2019

Cultural Diversity & Ethnic Minority Psychology

View full text Add to dashboard Cite

show abstract

“…Additionally, empirical research on mentor's cultural humility suggests that it can play a positive role in the relationship. For example, a mentor's ability to empathize with the experiences of different racial/ethnic groups was found to be positively associated with ethnic identity exploration among adolescent girls of color, regardless of the mentor's racial/ethnic identity (Peifer et al, 2016). Other evidence supports this finding, wherein mentor support for racial/ethnic identity was linked to greater ethnic identity exploration, but only for girls of color paired with a White mentor (Sánchez et al, 2019).…”

Section: Mentor Training Is One Piece Of the Theory Of Change In Rela...mentioning

confidence: 86%

Cultural Humility Training for Mentors: Lessons Learned and Implications for Youth Programs

Anderson¹,

Riordan

Smith

et al. 2022

JYD

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The current paper presents lessons learned from a research-to-practice partnership between mentoring program practitioners and researchers that focused on the development and implementation of a cultural humility training for volunteer mentors. Using multiple data sources (e.g., training materials, field notes, mentor surveys), we present a description of the research-to-practice partnership and the Culturally Smart Relationships pilot training content. We generate practice-oriented lessons to inform future cultural humility training work with staff and volunteers in youth programs. Our lessons reflect recommendations that emerged from five project phases: (a) organizational commitment to justice, equity, diversity, inclusion; (b) training curriculum and logistical planning; (c) “To Zoom, or not to Zoom''; (d) facilitation of the training; and (e) post-training and ongoing support. The pilot training content and lessons learned have implications for youth programs by elucidating training as one component of a broader approach for equity in youth developmental program practice.

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“…From response b) The notion of culture in mentoring was investigated by Peifer et al (2016), who found out that in cross-cultural mentorship, mentors who are empathetic succeed in bringing out the mentees so they can overcome cultural differences and get the mentorship done. Louis (2015) concurred, stating that cross-cultural mentoring could benefit the mentoring profession.…”

Section: Category 6: Lack Of Mergingmentioning

confidence: 99%

Definitions of Mentee Resistance to Mentoring: Experiences of International Teacher Mentors in Kazakhstan’s Nazarbayev Intellectual Schools

Schulleri¹,

Saleh²

2020

EUROPEAN J ED RES

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In Nazarbayev Intellectual Schools, international teachers, who were in mentorship positions were interviewed for their experiences with mentee resistance to mentoring. In this paper, the authors investigate aspects of the perception of resistance to mentoring in the program for long-service teachers. It is the aim of this paper to explore the definitions that mentors attach to resistance, based on their experiences in one NIS School. The questions to be answered were how the mentors defined mentoring, and how the mentors experienced resistance from their mentees. Semi-structured interviews were conducted face-to-face. The mentor responses were captured on a dictaphone, and transcribed later. Eleven teachers participated in the interviews. The definitions of mentoring resistance were examined in seven categories as hesitation, stagnation, body language, fear, unavailability, and mistrust of the mentor. Stagnation was the largest category, displayed by unwillingness to try new things, unwillingness to see own limitations, close mindedness, unwillingness to see own weakness, and passivity in action.

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The culture of mentoring: Ethnocultural empathy and ethnic identity in mentoring for minority girls.

Cited by 20 publications

References 36 publications

Do mentor support for ethnic–racial identity and mentee cultural mistrust matter for girls of color? A preliminary investigation.

Do mentor support for ethnic–racial identity and mentee cultural mistrust matter for girls of color? A preliminary investigation.

Cultural Humility Training for Mentors: Lessons Learned and Implications for Youth Programs

Definitions of Mentee Resistance to Mentoring: Experiences of International Teacher Mentors in Kazakhstan’s Nazarbayev Intellectual Schools

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