Cultural influences on mentoring programs and relationships: a critical review of research

Abstract

Purpose

The purpose of this paper is to identify and summarize the primary themes and issues examined in relevant international research dealing with the relationship between culture and mentoring. The focus is on formal mentoring programs for educators in primary and secondary schools and higher education settings.

Design/methodology/approach

The literature surveyed covered the direct and indirect impacts of culture on mentoring in primary, secondary and higher education settings. Manuscripts were organized around the topics of teacher education, teacher and leader development, and higher education. A thematic synthesis approach was used to summarize the findings.

Findings

Findings indicated that research on cultural aspects of mentoring in education has focused on three primary themes: cultural aspects of the mentoring relationship; the impact of organizational structures on mentoring programs and relationships; and the manner in which ethnicity and societal beliefs relate to the purposes and structures of mentoring.

Research limitations/implications

There is a lack of research that deals specifically with the manner in which culture influences mentoring programs and relationships.

Practical implications

It is vital for those involved in developing mentoring programs and relationships to be culturally aware of and sensitive to cultural dynamics in order to counteract and overcome possible barriers to success.

Originality value

Fresh insights are offered into the research that has been conducted within these educational settings. Areas and topics are identified where research is lacking and recommendations for future research that would enlighten the field are presented.

Citation

M. Kent, A., Kochan, F. and M. Green, A. (2013), "Cultural influences on mentoring programs and relationships: a critical review of research", International Journal of Mentoring and Coaching in Education, Vol. 2 No. 3, pp. 204-217. https://doi.org/10.1108/IJMCE-08-2013-0047