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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 0000-0002-7725-8443), Collier, Daniel
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
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Data: Meaning Making of Mentorship for the Tuition-Free Student
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Parnther%2C+Ceceilia%22">Parnther, Ceceilia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7725-8443">0000-0002-7725-8443</externalLink>)<br /><searchLink fieldCode="AR" term="%22Collier%2C+Daniel%22">Collier, Daniel</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Mentoring+and+Coaching+in+Education%22"><i>International Journal of Mentoring and Coaching in Education</i></searchLink>. 2022 11(2):183-194.
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  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
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  Data: 12
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  Label: Publication Date
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  Data: 2022
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  Data: Fund for the Improvement of Postsecondary Education (FIPSE) (ED/OPE)
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  Data: P116F140353
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarships%22">Scholarships</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1108/IJMCE-03-2021-0052
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2046-6854
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: EJ1336252
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      – Text: English
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    Subjects:
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Scholarships
        Type: general
      – SubjectFull: College Freshmen
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Student Experience
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      – SubjectFull: Role
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      – SubjectFull: Michigan
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      – TitleFull: Meaning Making of Mentorship for the Tuition-Free Student
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