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ABSTRACT
Mentoring relationships in higher education are recognized as a critical factor in preparing and socializing doctoral students and junior faculty for academic roles. We examined the practices of 12 educational leadership professors who were recipients of the Jay D. Scribner Mentoring Award, from the perspectives of 103 mentees who submitted letters in support of their nominations. The process-based relational mentoring framework was adopted for thematic analysis and two core interpretative dimensions formed: effective mentoring practices that were universally acknowledged as effective and considerations for mentoring across difference. Mentees reported effective mentor traits and practices, including being approachable and accessible, demonstrating humility and genuine care for others, and tailoring the experience to mentees’ individualized needs. Findings also included insights related to mentoring across difference, in which mentors and mentees differed by gender and race/ethnicity.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. The Jay D. Scribner Mentoring Award is bestowed annually to ‘EDL faculty who have made a substantive contribution to the field by mentoring the next generation of students into roles as university research professors, while also recognizing the important role(s) mentors play in supporting and advising junior faculty’ (UCEA, Citationn.d.).
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Notes on contributors
Shaobing Li
Dr. Shaobing Li is a doctoral candidate in Educational Leadership at Miami University.
Joel R. Malin
Joel R. Malin is an Assistant Professor in Educational Leadership, Miami University.
Donald G. Hackman
Donald G. Hackman is Professor of Education Policy, Organization, and Leadership, University of Illinois, Urbana-Champaign.