A Reconceptualization of Mentoring in Counselor Education: Using a Relational Model to Promote Mutuality and Embrace Differences

Abstract

The author examines cross-gender and cross-cultural mentoring in counselor education from a relational perspective. It is suggested that focusing on commonalities among students who are of different gender or culture will help establish a sense of mutuality in the mentoring process. Scenarios are provided to illustrate a relational model of mentoring with female counselor education students and students of color. ********** Although effective mentoring has been examined for many years in business settings, only recently has the counseling field looked at mentoring processes. Because there is significant diversity among students entering the counseling field, the provision of responsive cross-gender and cross-cultural mentoring can have a significant impact on the future success of counselor education students. Some have suggested that male proteges desire instrumental-or career-focused mentoring, whereas female proteges desire relational mentoring (Cullen & Luna, 1993; Ragins, 1989; Schwiebert, 2000). However, Liang, Tracy, Taylor, and Williams (2002) noted that in a formal mentoring program, gender matches were less important than the overall quality of the mentoring relationship. It is interesting that most research demonstrates that men and women deliver the same kind of mentoring (Frierson, Hargrove, & Lewis, 1994; O'Neill, Horton, & Crosby, 1998). Researchers have noted that both positive and negative aspects are involved in cross-gender relationships. Johnson and Huwe (2003) noted that even when a sexual attraction is not present in a cross-gender mentoring relationship, the mentor and protege may fear the perception of sexual attraction. In addition, Noe (1988) stated that often, the relationship between the mentor and the protege is interpreted as sexual in nature, leading to jealousy, resentment, and malicious gossip (p. 70). Findings from cross-gender mentoring relationships in business settings, however, suggest that if a female protege has a male mentor, her mobility and even salary level may be influenced positively (O'Neill et al., 1998; Schwiebert, 2000). This finding is likely due to the differential positions of power that men hold. Similarly, literature regarding the effectiveness of cross-cultural pairings of mentors and proteges is mixed. Bowman, Kite, Branscombe, and Williams (1998) have reported that cross-cultural mentoring can be less beneficial to the protege than an ethnically similar mentoring dyad. Students of color may find it difficult to find mentors from similar ethnic backgrounds of the limited number of people of color in counselor education. Even if students of color do develop a relationship with another person from their culture or a different underrepresented culture, the relationship may be conflicted. Blanchett and Clarke-Yapi (1999) stated that because mentors share some racial or ethnic characteristics with a protege, the assumption that they can automatically identify with the protege ignores issues of class, gender, and research interest (p. 60). One study involving psychologists of color found no evidence to support that relationships with ethnically similar mentors were more satisfying or provided more benefits than mentoring relationships with European American psychologists (Atkinson, Neville, & Casas, 1991). Along the same lines, Bowman et al. (1998) stated that African American graduate students who attend predominantly White institutions may flounder as they encounter not only a paucity of support but few African American role models or mentors. Although the research leaves many questions unanswered regarding the effectiveness of mentoring dyads involving cultural or gender differences, clearly counselor education students can benefit from effective mentoring. Some have suggested that students of color are most in need of good mentoring and that they may not succeed in academe without adequate support (Bowman et al. …