Meaning Making of Mentorship for the Tuition-Free Student
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| Title: | Meaning Making of Mentorship for the Tuition-Free Student |
|---|---|
| Language: | English |
| Authors: | Parnther, Ceceilia (ORCID |
| Source: | International Journal of Mentoring and Coaching in Education. 2022 11(2):183-194. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Fund for the Improvement of Postsecondary Education (FIPSE) (ED/OPE) |
| Contract Number: | P116F140353 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mentors, Scholarships, College Freshmen, Student Attitudes, Interpersonal Relationship, Student Experience, Role |
| Geographic Terms: | Michigan |
| DOI: | 10.1108/IJMCE-03-2021-0052 |
| ISSN: | 2046-6854 |
| Abstract: | Purpose: The study aimed to explore how student recipients of a full-tuition scholarship envision, define and experience mentorship and the types of relationships they have and expect from mentors. The study adds to the growing body of literature on mentorship as supplemental support for college student success. Design/methodology/approach: Semi-structured interviews of 20 first-year college students in the Mid-West United States were collected as a part of a more extensive mixed-methods study. The authors used a four-phase process to refine, derive meaning and develop themes. Kegan's orders of consciousness explain how students make meaning of mentorship. Findings: Students described mentoring as a service that could provide specific transactional features. Ten participants were unable to acknowledge a mentoring relationship at all, despite describing mentoring experiences and opportunities. Students often align with Kegan's second order, which focuses on self and valuing transactional, short-term relationships. Adjusting approaches to explaining mentorship and the value of building relationships appear to be an opportunity for research and practice. Originality/value: This study illustrates an apparent disconnect between the intent of mentorship and the experiences of mentees. The students' experiences add a valuable perspective that supports the need to further refine mentoring practices in meaningful ways to impact student success, persistence and retention. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1336252 |
| Database: | ERIC |
| Abstract: | Purpose: The study aimed to explore how student recipients of a full-tuition scholarship envision, define and experience mentorship and the types of relationships they have and expect from mentors. The study adds to the growing body of literature on mentorship as supplemental support for college student success. Design/methodology/approach: Semi-structured interviews of 20 first-year college students in the Mid-West United States were collected as a part of a more extensive mixed-methods study. The authors used a four-phase process to refine, derive meaning and develop themes. Kegan's orders of consciousness explain how students make meaning of mentorship. Findings: Students described mentoring as a service that could provide specific transactional features. Ten participants were unable to acknowledge a mentoring relationship at all, despite describing mentoring experiences and opportunities. Students often align with Kegan's second order, which focuses on self and valuing transactional, short-term relationships. Adjusting approaches to explaining mentorship and the value of building relationships appear to be an opportunity for research and practice. Originality/value: This study illustrates an apparent disconnect between the intent of mentorship and the experiences of mentees. The students' experiences add a valuable perspective that supports the need to further refine mentoring practices in meaningful ways to impact student success, persistence and retention. |
|---|---|
| ISSN: | 2046-6854 |
| DOI: | 10.1108/IJMCE-03-2021-0052 |
