Abstract
Although mentoring for young people at risk of social exclusion is a widespread educational intervention strategy, little research has been conducted on mentoring for young women aimed at eradicating gender inequalities. This article examines the existing scientific literature on mentoring for young women by means of a scoping review. A total of 1,256 studies were compiled from six specialized databases. Of these, 21 papers were selected and analyzed in depth, three of which are defined by the authors as feminist mentoring (Femtoring). Our analysis served to identify the main characteristics of mentoring programs for young women and the implications of the feminist perspective at the socio-educational level. Furthermore, reflective tools are provided on the empowerment processes stemming from a feminist approach to mentoring programs.
Highlights
Gender inequality affects the lives of adolescent girls and young women at the professional, educational and training levels, as well as in their intimate relationships and sexuality and in their visualization and representation in public spaces
This article presents a review of the scientific articles that have analyzed mentoring programs aimed at eradicating the inequalities suffered by young people in different spheres
The terms used in the search stemmed from the need to know whether the mentoring programs (“mentor*program” or “mentor*”) included the feminist perspective (“gender” or “gender-based” or “feminist”) when they were aimed at young women (“young women” or “female adolescent”)
Summary
Gender inequality affects the lives of adolescent girls and young women at the professional, educational and training levels, as well as in their intimate relationships and sexuality and in their visualization and representation in public spaces. Considering the above, the violence suffered by young women should be analyzed within the conceptual framework of gender violence, even if these girls may be minors In this context, mentoring for young people emerges as a preventive strategy to counter the impact of factors associated with environments of exclusion and vulnerability, and as an empowerment strategy that fosters autonomy and increases social capital (Rhodes, 2005; DuBois & Karcher, 2013; Clutterbuck, Poulsen & Kochan, 2012). These contributions suggest the need to analyze the different fields of socio-educational intervention with young people, such as mentoring, so as not to reproduce these inequality dynamics through professional intervention. That pursue the empowerment of young women and/or the eradication of gender-based violence at young ages
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