Recent studies have pinpointed disconcerting trends regarding the recruitment, retention, and graduation rates of ethnic minorities in doctoral programs. Mentoring has been touted as part of the strategy to address this problem. However, there is a paucity of research on the mentoring of ethnic minorities in academia, particularly with regard to how mentors tackle cross-cultural differences in mentoring relationships. This dissertation addresses this gap in the literature by examining the practices of outstanding mentors in cross-cultural mentoring relationships. The sample consisted of 9 mentors nominated for being outstanding mentors and 17 doctoral-level psychology protégés—all the mentoring relationships diverged along racial and/or cultural lines. Grounded theory was used in this study to uncover mentor practices as well as to discern a theory of cross-cultural mentoring. Data was collected from semi-structured interviews with mentors and their proteges, audiotapes of two actual mentoring sessions, as well as archival materials such as e-mail exchanges.
The data showed that the mentors engaged in a wide variety of practices targeted at three key areas: individual career development of the protégés, relationship/trust building, and socialization/organizational development of the protégés. These mentor practices were found to address the special concerns and challenges faced by ethnic minority and culturally different protégés.
This dissertation contributes to the literature on mentoring by proposing an ecological model of mentoring that emphasizes the contextual, relational, and multicultural nature of cross-cultural mentoring relationships. The findings from this study contribute to our understanding of the processes within a mentoring relationship and the ways in which mentors can successfully negotiate differences.
|School Location:||United States -- California|
|Source:||DAI-A 69/05, Dissertation Abstracts International|
|Subjects:||Academic guidance counseling, Psychology, Higher education|
|Keywords:||Best practices, Cross-cultural mentoring, Diversified relationships, Graduate students, Grounded theory, Mentoring, Mentoring practice, Psychology students|
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