NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ811811
Record Type: Journal
Publication Date: 2008-May
Pages: 13
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1361-1267
Mentoring Expectations and Realities: An Analysis of Metaphorical Thinking among Female Undergraduate Proteges and Their Mentors in a University Mentoring Programme
Storrs, Debbie; Putsche, Laura; Taylor, Amy
Mentoring & Tutoring: Partnership in Learning, v16 n2 p175-187 May 2008
This article describes the differences between mentors' and proteges' expectations and realities regarding mentoring relationships and goals. Faculty and senior undergraduate mentors and female undergraduate proteges who participated in a formal, university mentoring programme at the University of Idaho, organised by the institution's Women's Centre, were asked to describe their ideal and actual mentoring relationship through metaphor; the responses were analysed qualitatively to explore proteges' and mentors' expectations and experiences. Results indicate that proteges held more traditional and hierarchical mentoring ideals at the beginning of the programme and that most mentoring ideals differed from actual experiences. Given this disparity and because metaphorical processes have the capacity to enhance mentoring experiences due to their generative and expansive capacities, we suggest that metaphors be employed in explicit ways to align expectations and realities between mentors' and proteges' expectations through shared reflection. We conclude with metaphorical exercises that can be used in formal mentoring programmes in higher education to help participants negotiate expectations and help organise relationships in ways that are aligned with the mission and goals of particular mentoring programmes.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Idaho