Mentoring Outcomes Research Articles

Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways

Mentorship is vital to increasing graduate school access in computing; however, mentorship must be structured in power-conscious, developmental ways to ensure equitable access to and support within computing graduate pathways. I engage a critical quantitative lens to examine mentoring support among undergraduates with reported graduate aspirations, taking a nuanced look at departmental mentorship to investigate how organizational power in computing may maintain inequitable mentoring outcomes. Descriptive and regression analyses draw from a longitudinal sample of 442 graduate aspirants in computing who completed an introductory course survey (between 2015–2017) and a follow-up survey (fall 2019). Results document significant variation in forms of mentoring support and disciplinary psychosocial beliefs (i.e., computing identity and self-efficacy), with key patterns across graduate aspirants’ social identities and mentors’ organizational power (via their departmental roles). I conclude by discussing structural and social inequities in mentorship, which may underscore disparities in students’ realization of their computing graduate aspirations.

Male executives' experiences of mentoring Black African women in South Africa

PurposeThis study explored the motives, relationship dynamics and outcomes of male executives in mentoring Black African women within the context of South Africa. The authors investigated the experiences of White, Black African, coloured, and Indian male mentors conducting cross-gender and cross-race mentoring in South Africa.Design/methodology/approachA qualitative study was conducted with 21 male executives within South Africa's male-dominated financial services industry. Data were collected via semi-structured, one-on-one virtual video interviews. The study endeavoured to deeper understand the mentors' experiences during their interactions with the intersecting marginalised identities of Black African women as protégés.FindingsThe authors found that the mentoring relationship is central to mentoring Black African women. This relationship is often influenced by the mentors' parental approach to mentoring, with resultant negative consequences, including the protégé not taking accountability for driving the relationship. Mentors' stereotypical expectations of women as homemakers and carers also influenced mentoring experiences. Mentors' motives included growing next generation leaders, which led to mentors' job satisfaction.Originality/valueThis study contributes an account of male executives' motivations for mentoring Black African women, the relationship dynamics as well as negative mentoring experiences, and the mentoring outcomes for protégés and mentors. Intersectionality theory was used to highlight the mentors' lack of insight into the intersecting marginalised identities of Black African women in the unique South African context, where inequalities in terms of class, race, and gender are amplified.

Assessing Learning Outcomes for Undergraduate Teaching Assistants and Peer Mentors

This essay offers assessment rubrics for three of the most common modalities of engagement of undergraduate teaching assistants and peer mentors serving in the undergraduate classroom: leading/facilitating a whole-class activity or discussion, facilitating a small-group activity or discussion, and working with students one-on-one. In developing these assessment tools, we began with a sketch of our program’s learning objectives, and conducted an analysis of former UTAs’ start-of-semester “work plans” and end-of-semester “final reflections,” which allowed us to better match the rubrics with students’ own goals / motivations for serving as UTAs and perceptions of their own experiences as UTAs. We hope that these three assessment rubrics can be productively adopted or adapted by other faculty mentors working with undergraduate teaching assistants or peer mentors in similar programs, as well as stimulate further discussion about appropriate learning objectives and assessment resources for such programs.

The role of family relationships in youth mentoring: An ecological perspective

Mentoring programs have historically focused on the relationship between the mentor and mentee as the primary means for supporting academic, behavioral, and social-emotional outcomes among youth participating in these programs. However, research also indicates that other significant relationships, like family relationships, are important in promoting positive youth outcomes. The current exploratory study takes an ecological approach by examining family relationships as a potential moderator of youth mentoring outcomes. Participants were adolescent girls who participated in a year-long, gender-specific, school-based mentoring program (n = 69), or served as controls (n = 59). Data were collected from pre- and post-intervention surveys. Multiple regression analyses tested for an interaction between participants’ family relationship characteristics and their intervention status on various social-emotional, academic, and behavioral outcomes. Results indicated that higher levels of family support significantly predicted higher youth academic plans, and lower family deviant beliefs significantly predicted fewer delinquent behaviors; however, the interactions between family and intervention status were not significant. Findings suggest that family relationship characteristics merit attention when seeking to promote youth outcomes. Implications include supporting ecological frameworks for mentoring by refining targets of mentoring interventions to consider the role of family factors.

Mentoring across differences in science education: Applying a brokering framework

AbstractMentoring relationships in academia have traditionally been described as a dyad between a mentor and a mentee. The mentor provides the mentee with both technical and psychosocial support to move toward obtaining their Ph.D. or gaining tenure and promotion. While there is an embedded assumption that mentoring is best suited when people of common background support each other, scholars must consider the impact of mentoring across differences. Given the lack of diversity among senior faculty members in science education, and given the increasing diversity represented among graduate students and early career scholars in science education, inevitably mentoring relationships will be formed across differences in identities (race, ethnicity, gender, sexuality, ability). In our essay, we focus on two focal points: we explore those aspects of mentoring relationships that research suggests are critical to the success of relationships built across differences, foregrounding lessons science education researchers can take from this literature and arguing that it is too much to expect one individual mentor to provide to any given mentee. Next, we propose a brokering framework, leveraging technological advances, to work toward more transformative mentoring outcomes at scale, particularly when mentoring across differences.

A mixed methods evaluation of a peer mentoring intervention in a UK school setting: Perspectives from mentees and mentors

Peer mentoring is a popular type of school-based support. However, peer mentoring models can vary substantially and evidence for the efficacy of such support is mixed. 377 participants took part in ‘More than Mentors’, as either mentors or mentees, in select London-based secondary schools. Participants completed standardised measures to explore changes over time in their wellbeing, resilience, and mental health. A subsample also completed qualitative interviews about their experiences. Multi-level modelling analysis revealed that mentees experienced improvements in their overall mental health and mentors experienced improvements in their sense of participation in school and home life. Higher numbers of mentoring sessions attended also yielded positive effects. A thematic analysis highlighted the mechanisms behind impact, including for mentees, the importance of having someone to talk to, and for mentors, gaining new skills and knowledge. This study provides preliminary evidence for the positive impact of a peer mentoring intervention on select outcomes for mentors and mentees in a UK school setting.

Outcomes of peer mentorship for people living with spinal cord injury: perspectives from members of Canadian community-basedSCI organizations.

Study designA generic qualitative design.ObjectivesTo obtain a deeper understanding of the outcomes of spinal cord injury (SCI) peer mentorship programs delivered by community-based organizations.SettingPeer mentorship programs of community-based SCI organizationsMethodsWe interviewed 36 individuals who shared their experiences of SCI peer mentorship from the perspective of a peer mentee, peer mentor, or family member of a peer mentee/mentor, or staff of SCI community-based organizations. Interview data were analyzed using an inductive thematic analysis approach.ResultsFour overarching themes with sub-themes were identified. (1) Positive outcomes for mentees such as understanding, emotional outlet/psychological support, inspiration/hope, and belonging. (2) Positive outcomes for mentors such as gaining gratitude, confidence, pride, and personal growth. (3) Reciprocity in positive/negative outcomes for mentors and mentees, such as shared learning and a lack of connection. (4) Negative outcomes for mentors such as impact of negativity, emotional toll, and time/energy demands.ConclusionsPeer mentorship programs delivered by community-based SCI organizations are important, impactful resources for individuals with SCI who engage in these programs. These results provide insights into the variety of positive and negative outcomes linked with these programs.

Conceptualising triadic mentoring as discursive practice: positioning theory and frame analysis

ABSTRACT Mentoring is a favoured practice in many fields, including teacher education. This article challenges the uncritical acceptance of the beneficial effects of mentoring, by developing a novel conceptual model which allows to theorise and study mentoring as a discursive practice, focusing on the relations between all actors involved (i.e. teacher educator, student teacher, mentor), located in broader socio-cultural contexts. The model integrates (elements of) positioning theory and frame analysis which together deliver the necessary conceptual tools to explain how mentoring triads exactly operate and why they operate as they do. The model is substantiated with empirical results from an exploratory single case-study of one mentoring triad from a teacher education provider in England. The article concludes with an agenda for future research, inviting the research community to engage with the proposed model to start building a broader evidence base in both the dynamics and outcomes (broadly defined) of mentoring.

Do mentoring programmes influence women’s careers in the health and medical research sector? A mixed-methods evaluation of Australia’s Franklin Women Mentoring Programme

ObjectivesIt is known that women are under-represented in senior positions within the health and medical research sector. The Franklin Women Mentoring Programme (Programme) is a professionally facilitated, cross-organisational initiative designed...

Reverse mentoring and job crafting as resources for health: a work engagement mediation model

PurposeThis paper examines whether employee-driven practices of reverse mentoring and job crafting lead to work engagement and, in turn, to higher levels of prospective mental and physical health.Design/methodology/approachIntegrating social exchange theory and the job demands and resources model as theoretical frameworks, survey data were collected from 369 Indian software developers to test the research model. Latent variable structural equation modeling was used to empirically test the hypothesized associations.FindingsThe findings reveal that both reverse mentoring and job crafting are significantly associated with work engagement. Work engagement fully mediated the negative relationship between 1) reverse mentoring and mental ill-health and 2) job crafting and physical ill-health, while it partially mediated the negative relationship between 1) reverse mentoring and physical ill-health and 2) job crafting and mental ill-health.Practical implicationsThe results demonstrate that by implementing the practices of reverse mentoring and job crafting, managers can achieve desired levels of engagement among employees and sustain organizational productivity by promoting employee health and well-being.Originality/valueThis study is one of the early attempts to empirically demonstrate the associated health outcomes of reverse mentoring and job crafting.

Facilitating sporting and non-sporting career goals of elite athletes through mentoring programmes

ABSTRACT Research question Many elite athletes pursue higher education or professional employment alongside their sport career. Formal mentoring relationships help athletes to balance the demands of a dual career. Thus, the purpose of this study is to investigate the interrelationship between mentoring, values conveyed in mentoring, and the satisfaction with sporting and non-sporting career goals from a mentee and mentor perspective. This research contributes to the existing literature by examining how mentoring can help athletes attain their dual career goals from a holistic perspective. Research method Elite athletes (i.e. competing in international competitions; n = 105) and business professionals who function as mentors (n = 101) are surveyed regarding their satisfaction with the mentoring relationship and career goals. Logistic regression analyses assessed the proposed interrelationships. Results and Findings The career development function and conveying performance are positively associated with mentees’ multiple sporting and non-sporting career goals. Greater investment into mentees’ career development and the conveyance of performance and trust is positively associated with mentors’ satisfaction (i.e. supporting the mentee and achieving personal career benefits). Implications Conveying performance as value is crucial for increased positive outcomes for mentees, such as easy integration into the workplace and society. A mentor investing more time and consideration into the mentoring relationship increases the mentor and mentee’s satisfaction. A mentoring relationship founded on trust is precious for the mentor.

What and how do mentors learn? The role of relationship quality and mentoring self‐efficacy in mentor learning

AbstractDrawing on the relational mentoring perspective and social cognitive theory, the purpose of this study is to understand how mentoring relationship quality relates to mentor knowledge acquisition and to refine and identify the types of knowledge mentors gain from their mentoring relationships. We hypothesize that relationship quality positively relates to mentor knowledge acquisition (mentoring‐specific, relational, and self‐knowledge) through career and psychosocial mentoring self‐efficacy. We tested our model and research questions in a mixed methods study of 199 professor mentors. Our qualitative results provided a more in‐depth understanding of what mentors learn from their mentoring relationships with respect to mentoring‐specific knowledge, relational knowledge, and self‐knowledge. Furthermore, we identified occupational‐specific knowledge as an additional type of mentor knowledge acquisition. In our quantitative analysis, contrary to our hypothesis, we found that career mentoring self‐efficacy mediated a negative relationship between relationship quality and mentoring‐specific knowledge acquisition. Further, relationship quality had a direct, negative, effect on relational knowledge acquisition. Finally, career and psychosocial mentoring self‐efficacy positively related to occupational‐specific knowledge acquisition and together mediated the relation between relationship quality and occupational‐specific knowledge acquisition. From our post hoc analysis, we found that behavioral change intentions mediated the negative relationships between relationship quality and mentoring‐specific, relational, and self‐knowledge. Our study contributes to the mentoring literature by focusing on the mentor's learning and provides practical implications for how organizations can better foster effective mentoring outcomes.

Personality and narcissism in mentoring for entrepreneurs: do they affect learning outcomes?

The personality configuration of mentors and mentees is important in understanding mentoring outcomes. While the best mentors appear to have higher degrees of agreeableness and conscientiousness, entrepreneurs generally score lower on these characteristics and have higher degrees of narcissism, a personality trait that is detrimental to mentoring. We investigated the interaction of narcissism with two traits from the Big Five Inventory on the main recognized mentoring outcome, namely entrepreneurial learning. Our findings suggest that mentors' agreeableness mitigates the relationship between the mentees' narcissism and their learning, and that highly conscientious mentees learn less from narcissistic mentors. These findings show certain beneficial personality configurations in entrepreneurial mentoring and provide elements to consider in managerial practice when pairing mentors and mentees in this context.

Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review.

Formal community-based youth mentoring relationships (CBM) are a popular form of intervention worldwide in which caring, non-parental adult figures are matched with at-risk children (i.e., children who experience an intense and/or chronic risk factor, or a combination of risk factors in personal, environmental and/or relational domains that prevent them from pursuing and fulfilling their potential) to promote development and health. Common models suggest that a close mentoring relationship is needed for the success of the intervention. However, it remains unclear which key relational processes and variables promote relationship quality to generate the most significant benefits. Using the PRISMA framework, 123 articles were identified as relevant for this review which explores the state of the literature on CBM relationships describing the main findings regarding the characteristics of the relationship and the mediating and moderating variables. An essential ingredient that consistently emerged for generating mentoring outcomes is characterized by feelings of support, sensitivity, and trust and accompanied by a purposeful approach to shaping the goals of the relationship. A balanced approach comprised of recreational, emotional, and catalyzing aspects has been reported as essential for mentoring success. Mentors’ positive attitudes toward underprivileged youth, maturity in terms of age and experience are essential in forging positive relationships. Mentees who have better relational histories and more positive personality traits exhibited higher relationship quality. However, data imply the possibility of addressing mentees from moderate risk status. Preliminary evidence on thriving as a mediating variable was found. Program practices, such as training, parental involvement, and matching based on perceived similarities and similar interests, emerged as important factors. Generating many research suggestions, the review identifies research questions and uncharted territories that require inquiry.

Effects of mentoring on work engagement: Work meaningfulness as a mediator

AbstractThis study examined the relationship between career mentoring and work engagement from the mentor perspective, by estimating work meaningfulness as a mediator. The research model used quantitative survey data from 309 employees who mentored their junior colleagues in the on‐the‐job training programmes of Japanese companies. The results demonstrated that career mentoring had an indirect effect on the work engagement of mentors by enhancing the psychological meaningfulness of their work. In addition, learning goal orientation positively influenced career mentoring; this may subsequently facilitate the work engagement by increasing the perception of the meaning of work. Learning‐oriented individuals who act as mentors find psychological meaningfulness in their work, which in turn enhances their work engagement. By setting acceptable meaningful goals for mentoring programmes, practitioners can minimize the negative outcomes of mentoring. The results contribute to the existing literature by examining how mentoring experiences affect the behaviour of mentors.

Back to the Future: Mentoring as Means and End in Promoting Child Mental Health

Youth mentoring is a potentially powerful tool for prevention and intervention, but it has garnered little attention from clinical child and adolescent psychologists. For decades, the practice of youth mentoring has out-paced its underlying science, and meta-analytic studies consistently reveal modest outcomes. The field is now at an important crossroads: Continue to endorse traditional, widely used models of mentoring or shift to alternative models that are more in line with the tenets of prevention science. Presented here is a bilateral framework to guide the science and practice of mentoring going forward. Our premise is that mentoring relationships can serve as both means to a targeted end and as a valued end unto itself. We present a functional typology of current mentoring programs (supportive, problem-focused, & transitional) and call for greater specification of both the process and expected outcomes of mentoring. Finally, we argue that efforts to leverage mentoring relationships in service of youth development and the promotion of child and adolescent mental health will likely require disrupting the science, practice, and policy that surrounds youth mentoring.

Mentees and their mothers: The association between maternal relationship difficulties and targeted outcomes of mentoring.

Maternal relationship characteristics have been found to impact academic and behavioral outcomes for youth. However, less is known about how and through what mechanisms these characteristics impact outcomes for mentored youth. In this study, we examined if mentoring relationship quality mediated the relations between maternal relationship characteristics and academic and behavioral outcomes targeted by mentoring programs. Data were drawn from 205 participants who participated in a mentoring program that pairs adolescent girls with college women mentors for 1 year of mentoring. Mentoring relationship quality was the hypothesized mechanism of change and was included in the analysis as a mediator. Results revealed that maternal relationship characteristics (i.e., maternal quality communication/trust and maternal alienation) were directly related to academic and behavioral outcomes of mentoring. The relationship between maternal relationship characteristics and behavioral outcomes was mediated by mentoring relationship quality. Results suggested that girls with stronger maternal quality communication and trust as well as girls who felt more alienated from their mothers may benefit more from mentoring. Results can be used to inform mentor training to include a focus on relationship development with girls experiencing a variety of relational difficulties with their mothers to help improve targeted mentoring outcomes.

Exploring regulatory fit between service relationships and appeals in co-production

Purpose This paper aims to explore how different service relationships (mentoring relationship versus partnering relationship) in service co-production affect service outcomes. Specifically, it aims to explore whether the effects of service relationships on customers’ intention to purchase the service are contingent upon service appeals’ regulatory focus (promotion versus prevention focus) and when the regulatory fit effects exist. Design/methodology/approach Three experimental studies were conducted to test hypotheses. ANOVA and bootstrapping were used to analyze the data. Findings The findings of the three experiments provide convergent evidence for the hypotheses. Specifically, when customers view service employees as mentors (versus partners) in service co-production, promotion-focused (versus prevention focused) service appeals effectively enhance customers’ intention to purchase the service because customers experience a regulatory fit. Moreover, the regulatory fit effects are strengthened or attenuated according to customers’ subjective social status. Practical implications Service firms should adopt promotion-focused (versus prevention-focused) service appeals if employees and customers are having mentoring (versus partnering) relationships, especially when customers have higher (lower) social status. Originality/value To better manage service co-production, this paper investigates beneficial outcomes of mentoring and partnering relationships from a regulatory fit perspective. It highlights the importance of compatibility between service relationship and service appeals’ regulatory focus and demonstrates a novel regulatory fit effect. It also uncovers engagement as the underlying mechanism for the regulatory-fit effect and identifies social class as a boundary condition.

The Efficacy of a Blended Peer Mentoring Experience for Racial and Ethnic Minority Women in STEM Pilot Study: Academic, Professional, and Psychosocial Outcomes for Mentors and Mentees

To address the persistent underrepresentation of women and racial and ethnic minorities in STEM, the current study utilized a quasi-experimental posttest waitlist control group approach to examine the effect of a 1-year virtual peer mentoring program on the academic, professional, and psychosocial outcomes of graduate mentors and undergraduate mentees enrolled in STEM degree programs at two historically black institutions. The findings demonstrated that mentors and mentees participating in the mentoring program experienced increased levels of community, STEM achievement, career self-efficacy, and intent to persist in STEM degrees and careers. Mentors experienced increased interest in science, engineering, and technology, and mentees experienced increased interest in science, engineering, and mathematics. The implications of the program, especially among women and racial and ethnic minorities enrolled in historically black institutions, are discussed, as well as suggestions for future study.

More than fun and games? Understanding the role of school-based mentor-mentee match activity profiles in relationship processes and outcomes

• Mentoring relationships can serve as a platform to address youth challenges. • Activities engaged in by mentors and mentees may influence relationship outcomes. • A balanced approach to activities shows potential promise for relationship outcomes. This study investigated associations between mentor-mentee activities and relationship outcomes of school-based mentoring. Multigroup three-step latent profile analysis (LPA) assessed whether youth could be classified into distinct profiles based on their mentoring relationship activities, and whether these profiles were similar when taking into account youth academic success. Furthermore, regression analyses examined whether activity profile membership of mentored youth predicted youth relationship process outcomes. Participants (N = 1110) were drawn from a national, randomized longitudinal study of youth in Big Brothers Big Sisters School-Based Mentoring Programs. Multigroup LPA results indicated a two-profile model, labeled Balanced and Instructional based on varying engagement in mentoring activities. Descriptive analyses revealed no differences in youth, mentor, and program characteristics across groups. Controlling for these characteristics, mentees in the Balanced profile demonstrated more relational benefits than youth in the Instructional profile. Research and practice implications are discussed.