Peer Mentoring Relationships

2012 ◽  
pp. 273-298 ◽  
Author(s):  
Stacy E. McManus ◽  
Joyce Russell
Keyword(s):  
Peer Mentoring ◽  
Mentoring Relationships

Developing an Online Community to Promote Engagement and Professional Learning for Pre-Service Teachers Using Social Software Tools

2010 ◽  
Vol 12 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Catherine McLoughlin ◽  
Mark J.W. Lee
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Online Community ◽  
Peer Mentoring ◽  
Professional Community ◽  
Social Software ◽  
Mentoring Relationships ◽  
Group Discussions ◽  
Mutual Engagement ◽  
Joint Enterprise

To support students undertaking an initial teacher training program, a communities of practice model (Wenger, 1998) was implemented, supported by a social software-based technology framework, to enable mutual engagement, joint enterprise, and a shared repertoire. Participants formed peer-to-peer mentoring relationships, creating and sharing web log (blog) entries and voice recordings of critical incidents while on their practicum. Data from the students’ discourse was analyzed to explore issues and patterns that were indicators of a learning community. This data, together with data collected from post-practicum focus group discussions in which students reflected on the benefits of these media for peer mentoring and support, attests to the relevance and effectiveness of the adopted approach to developing a socio-professional community to support the development of pre-service teachers. The authors believe that best outcomes are achieved when activities are structured, when students are adequately trained in using the technologies, and when instructors or experts are available to scaffold reflection processes as the need arises.

scholarly journals Roles, Risks, and Benefits of Peer Mentoring Relationships in Higher Education

2010 ◽  
Vol 18 (2) ◽  
pp. 121-134 ◽  
Author(s):  
Janet W. Colvin ◽  
Marinda Ashman
Keyword(s):  
Higher Education ◽  
Peer Mentoring ◽  
Mentoring Relationships ◽  
Risks And Benefits

scholarly journals Tangled Threads: Mentoring within a community of practice

2011 ◽  
Vol 45 (2) ◽  
pp. 273-285 ◽  
Author(s):  
Patricia Tarr
Keyword(s):  
Community Of Practice ◽  
Peer Mentoring ◽  
Ethic Of Care ◽  
Professional Association ◽  
Mentoring Relationships ◽  
Personal Lives ◽  
Art Educators

Tangled Threads, a case study of a group of women art educators, examines the nature of mentoring relationships within the context of a professional association. Grounded in literature on community of practice, relational and peer mentoring, and an ethic of care, the study uncovers the complex interconnections between women’s professional and personal lives that serve to create contexts for fluid and diverse mentoring experiences.

scholarly journals Peer mentoring in medical residency education: A systematic review

2020 ◽  
Author(s):  
Helen Pethrick ◽  
Lorelli Nowell ◽  
Elizabeth Oddone Paolucci ◽  
Liza Lorenzetti ◽  
Michele Jacobsen ◽  
...  
Keyword(s):  
Systematic Review ◽  
Peer Mentoring ◽  
Academic Research ◽  
Residency Education ◽  
Medical Residents ◽  
Professional Competencies ◽  
Mentoring Relationships ◽  
Medical Residency ◽  
Peer Mentorship ◽  
Psychosocial Wellbeing

Background: Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and the development of professional competencies in medical residency education. Methods: We searched six databases (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) for studies on peer mentoring relationships in medical residency. We selected any study where authors reported on outcomes associated with peer mentoring relationships among medical residents. We applied no date, language, or study design limits to this review. Results: We included nine studies in this systematic review. We found that medical residents received essential psychosocial supports from peers, and motivation to develop academic and career competencies. Medical residents in peer-mentoring relationships also reported increased overall satisfaction with their residency training programs. Conclusions: Peer-mentoring relationships can enhance the development of key professional competencies and coping mechanisms in medical residency education. Further rigorous research is needed to examine the comparative benefits of informal and formal peer mentoring, and identify best practices with respect to effective design of peer-mentorship programs.

One falls, we all fall: How boys of color develop close peer mentoring relationships

2016 ◽  
Vol 22 (1) ◽  
pp. 14-28 ◽  
Author(s):  
Bernadette Sánchez ◽  
Kevin D. Pinkston ◽  
Adina C. Cooper ◽  
Carlos Luna ◽  
Shelby T. Wyatt
Keyword(s):  
Peer Mentoring ◽  
Mentoring Relationships ◽  
Boys Of Color

Peer Mentoring in the Academy

PMLA ◽  
2012 ◽  
Vol 127 (4) ◽  
pp. 973-979 ◽  
Author(s):  
Roberta Johnson
Keyword(s):  
Peer Mentoring ◽  
Academic Work ◽  
Mentoring Relationships ◽  
Absent Father ◽  
Research Writing ◽  
Working Lives ◽  
Human Male ◽  
Selection Approach ◽  
Workplace Mentoring ◽  
And Gender

In memory of my mentors, who were without peer: Howard T. Young, Andrew P. Debicki, and E. Inman FoxWhen athena wished to advise telemachus on his quest for his long-absent father, odysseus, she slipped into the guise of mentor, the tutor in whose care Odysseus had left his son and household. Respected, wise, war-savvy Athena preferred to counsel her mentee or protégé in the form of a human male rather than as a female goddess. The Greek story suggests the matters of hierarchy, selection, approach, relationships, and gender addressed in the proliferating literature on workplace mentoring. Athena's maneuvers behind the scenes also remind us that, compared with teaching, doing research, writing, advising, serving on local and national committees, editing, applying for grants, and evaluating colleagues and manuscripts, mentoring is perhaps the least recognized and least rewarded aspect of our academic work. The related but substantially different work of advising has achieved a more formal place in academic reviews. Although journals, books, and articles devoted to mentoring attempt to codify the practice and assign it a formal place in the constellation of our working lives, mentoring continues to be elusive, difficult to define, and unevenly carried out. I argue here that this ragged, catch-as-catch-can situation is not necessarily a bad thing. Overinstitutionalization could stifle the vitality of mentoring relationships, which flourish optimally when they are spontaneous, mutual, and open-ended.

Peer Mentoring Relationships for Professional Placements

2020 ◽  
pp. 115-134
Author(s):  
Claire Ball-Smith
Keyword(s):  
Peer Mentoring ◽  
Mentoring Relationships

Exploring the Self-Disclosure Process in Peer Mentoring Relationships for Transition-Age Youth With Developmental Disabilities

2016 ◽  
Vol 54 (4) ◽  
pp. 245-259 ◽  
Author(s):  
Cathryn T. Ryan ◽  
Jessica M. Kramer ◽  
Ellen S. Cohn
Keyword(s):  
Developmental Disabilities ◽  
Peer Mentoring ◽  
The Self ◽  
Mentoring Relationships ◽  
Peer Mentors ◽  
Transition Age Youth ◽  
Peer Mentor ◽  
Self Disclosure ◽  
Transition Age

Abstract The purpose of this study was to examine the role of the self-disclosure process in regard to connection development and relationship quality in peer mentoring relationships between transition-age youth (ages 15–20) and young adults (ages 18–36) with intellectual and/or developmental disabilities. Self-disclosure is defined as “the disclosure of inner feelings and experiences to another person” that “fosters liking, caring, and trust, thereby facilitating the deepening of close relationships” (Reis & Shaver, 1988, p. 372). Nine peer mentoring dyads with varied interpersonal connections were purposefully selected from a larger intervention study. Recorded mentoring conversations were analyzed for self-disclosure content and peer mentor response. The findings demonstrated trends related to connection development and differences across degree of connection. In relationships with stronger connections, there was a higher quantity of self-disclosure and more frequent disclosure of emotions, and peer mentors responded more frequently with advice and reciprocated self-disclosure. Implications of findings for promoting higher-quality peer mentoring relationships are discussed.

scholarly journals Social and Academic Investment

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Krystal A. Foxx
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Peer Relationships ◽  
Race And Ethnicity ◽  
Peer Mentoring ◽  
Engineering Students ◽  
Mentoring Relationships ◽  
Female Participant ◽  
Positive Interactions ◽  
First Year

Peer mentoring serves as a strategy for engaging students both academically and socially in higher education. A qualitative case study was conducted to examine the experiences of three first-year engineering student mentees of color who participated in a formal peer mentoring program. The study also explored the participants’ perceptions of the roles of race, ethnicity, and social capital in their peer relationships. During one-onone interviews, student mentees emphasized increases of social capital, such as more access and awareness of resources and added active roles in student organizations on campus through their relationships with assigned mentors. Additionally, mentee participants mentioned having stronger connections to their peer mentors because of similarities in age and experiences in the classroom. As participants described benefits of the peer mentoring relationship leading to higher academic performance, enhanced skills were a major highlight. These skills included effective note taking, better study habits, and more positive interactions with faculty. Although student mentees did not perceive that race and ethnicity played a major role in their peer mentoring relationships, the female participant acknowledged gender as a major factor of the educational experience in engineering. Overall, the study highlighted that formal peer mentoring programs are highly beneficial in the orientation and transition of first-year engineering students as they navigate higher education institutions.

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