Exploring mentoring across gender, race, and generation in higher education: An ethnographic study

Abstract

Purpose

The purpose of this paper is to examine a long-term mentoring relationship between a White female from the Traditional Generation and an African American male from the Xennial Generation, as engaged in a mentoring relationship within higher education institutions in the USA. The study investigated if, how and to what degree the differences and similarities between them influenced their mentoring relationship.

Design/methodology/approach

The authors used an autoethnographic approach involving extensive questioning, dialoguing, note keeping and analysis over eight months.

Findings

The analysis suggested that race had the greatest influence on the relationship. The primary reasons for mentoring success were similarities in family backgrounds and commonly held values.

Research limitations/implications

This study may not be generalizable to mentoring relationships that do not involve cultural differences in race, age or gender.

Practical implications

The paper offers a model for the types of strategies individuals can use in cross-racial mentoring endeavors to help build and sustain these relationships. It also includes suggestions for individuals engaged in mentoring relationships, which include gender, race or age differences, and organizations seeking to enhance diversity within their institutions.

Originality/value

There is not an extensive body of research on individual cross-racial, gender and generational mentoring that provides an analysis of the experience of those involved. Additionally, the model presented for examining cross-racial mentoring relationships is unique.

Citation

Freeman Jr, S. and Kochan, F. (2019), "Exploring mentoring across gender, race, and generation in higher education: An ethnographic study", International Journal of Mentoring and Coaching in Education, Vol. 8 No. 1, pp. 2-18. https://doi.org/10.1108/IJMCE-05-2018-0027