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1 – 10 of 187Explores the roles of sexuality and intimacy in cross‐gender mentoring relationships. Today’s leaders are concerned about controlling sexuality and intimacy in cross‐gender work…
Abstract
Explores the roles of sexuality and intimacy in cross‐gender mentoring relationships. Today’s leaders are concerned about controlling sexuality and intimacy in cross‐gender work relationships and there is an increased awareness of the sexual harassment aspect of sexuality in today’s society. Describes sexuality and intimacy in cross‐gender mentoring relationships and explores the sex role spillover model’s explanation for sexuality in these relationships. Views sexuality and intimacy in cross‐gender mentoring relationships along a continuum ranging from non‐sexual, psychologically intimate relationships to the extreme of sexual harassment. Includes mentors’, protégés’ and co‐workers’ perceptions of sexuality and intimacy in cross‐gender mentoring relationships in this discussion along with the impact of these perceptions on cross‐gender mentoring relationships. Finally, considers ways to manage sexuality and intimacy in cross‐gender mentoring relationships.
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The purpose of this paper is to provide a discussion of some salient research relating to mentoring for women managers.
Abstract
Purpose
The purpose of this paper is to provide a discussion of some salient research relating to mentoring for women managers.
Design/methodology/approach
The paper draws mainly upon writing and research from the UK, USA, Canada and Australia to explore some of the issues that continue to be pertinent for the mentoring of women managers.
Findings
The paper explores some of the early arguments promoting mentoring for women in the light of more recent research. From the literature, three key issues that have important implications for women in mentoring relationships are considered. These are identifying the nature and focus of mentoring relationships; managing cross‐gender mentoring and negotiating the power dimension that underpins the mentoring relationship.
Practical implications
The paper provides a discussion of the practical implications of three key issues that are significant for women managers.
Originality/value
The paper draws together work in the field and distils a number of issues and their implications that require further attention and discussion.
The purpose of this paper is to explore the phenomenon of mentoring in higher education between Black and White male faculty and Black students at a highly selective…
Abstract
Purpose
The purpose of this paper is to explore the phenomenon of mentoring in higher education between Black and White male faculty and Black students at a highly selective, predominantly White institution (PWI) of higher education in the USA. The study aims to elucidate the cross‐racial aspects of mentorship and the impact of gender on mentoring relationships.
Design/methodology/approach
The paper consists of a phenomenological study utilising theories of cross‐racial and cross‐gender mentoring, and included eight participants, twice interviewed in depth about their formative experiences and mentoring practices regarding Black students. The data were analysed using a cross‐sectional code‐and‐retrieve method.
Findings
The paper provides insights about how Black men leveraged experiences parallel to those confronted by their Black protégés, while White men accessed proximal experiences of difference to relate to Black mentees – and additionally utilized interpersonal networks to enhance their mentorship by relying on colleagues of color who had greater familiarity with challenges faced by students.
Research limitations/implications
Because of the chosen research approach, the research results may lack generalizability to populations; however, the theoretical contributions of the study are significant, suggesting that researchers explore cross‐race and cross‐gender mentoring arrangements in future research.
Practical implications
The paper includes implications for regarding the role and position of White males in academic settings as mentors across race and gender, and for the role of age for men serving in the role of mentors.
Originality/value
The paper contributes to the literature on cross‐racial mentoring in higher education, and further explores the impact of gender on mentoring, within the context of a highly competitive academic setting.
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Caren Brenda Scheepers and Rebone Mahlangu
This study explored the motives, relationship dynamics and outcomes of male executives in mentoring Black African women within the context of South Africa. The authors…
Abstract
Purpose
This study explored the motives, relationship dynamics and outcomes of male executives in mentoring Black African women within the context of South Africa. The authors investigated the experiences of White, Black African, coloured, and Indian male mentors conducting cross-gender and cross-race mentoring in South Africa.
Design/methodology/approach
A qualitative study was conducted with 21 male executives within South Africa's male-dominated financial services industry. Data were collected via semi-structured, one-on-one virtual video interviews. The study endeavoured to deeper understand the mentors' experiences during their interactions with the intersecting marginalised identities of Black African women as protégés.
Findings
The authors found that the mentoring relationship is central to mentoring Black African women. This relationship is often influenced by the mentors' parental approach to mentoring, with resultant negative consequences, including the protégé not taking accountability for driving the relationship. Mentors' stereotypical expectations of women as homemakers and carers also influenced mentoring experiences. Mentors' motives included growing next generation leaders, which led to mentors' job satisfaction.
Originality/value
This study contributes an account of male executives' motivations for mentoring Black African women, the relationship dynamics as well as negative mentoring experiences, and the mentoring outcomes for protégés and mentors. Intersectionality theory was used to highlight the mentors' lack of insight into the intersecting marginalised identities of Black African women in the unique South African context, where inequalities in terms of class, race, and gender are amplified.
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The purpose of this paper is to examine mentoring experiences and preferences aimed at creating equal mentoring opportunity for male and female employees in the Nigerian work…
Abstract
Purpose
The purpose of this paper is to examine mentoring experiences and preferences aimed at creating equal mentoring opportunity for male and female employees in the Nigerian work setting.
Design/methodology/approach
Data were obtained from 140 randomly selected managers (70 males and 70 females).
Findings
Results revealed that mentoring occurrence is entirely informal and more males compared to females served as mentors. Respondents commonly reported and preferred career‐related benefits of mentoring. An examination of preferred mentor gender indicated a significant relationship between gender of respondent and that of preferred mentor and protégé. Concern for positive interaction reflects frequently mentioned reasons for this preference among men and women. The preferred qualities of a mentor often cited by respondents were those which enable a mentor to deliver career functions while reverence was the most mentioned protégé quality. The distribution of male and female respondents differed on some of the preferred qualities.
Research limitations/implications
Though based on a self‐report instrument, findings imply that mentoring preferences of males differ from those of females.
Practical implications
A training and policy intervention should be considered to enhance delivery of mentoring and create equal opportunity for male and female employees.
Originality/value
Mentoring is currently being canvassed as a mandatory human resource tool in the Nigerian work setting. Empirical guidance on fostering the relationship in ways that create equal opportunities for male and female employees however, remains elusive due to a lack of research in this direction. This study narrows this gap in literature and contributes empirical information that equips management to better deal with the gender issue in mentoring. Beyond the Nigerian environment, it serves as a basis for advancing equal opportunities in mentoring, especially for Africans. This addresses shortcomings in the scholarly scope of reference journals which has a dearth of African empirical findings on mentoring.
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Sydney Freeman Jr and Frances Kochan
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…
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.
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Andrea M. Kent, Frances Kochan and Andre M. Green
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…
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.
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Kathleen Sellers, Tasneem Amatullah and Joel R. Malin
The authors' purpose is to illuminate ways in which care within the mentor–mentee relationship influences the efficacy of mentoring for/in the professoriate, within and beyond the…
Abstract
Purpose
The authors' purpose is to illuminate ways in which care within the mentor–mentee relationship influences the efficacy of mentoring for/in the professoriate, within and beyond the novel circumstances of the COVID-19 pandemic.
Design/methodology/approach
A narrative inquiry design drew on the authors' distinct positionalities and experiences of mentoring and being mentored by one another to provide a multi-layered analysis of mentor–mentee relationships. Utilizing care theory, we paid particular attention in our narratives and analysis to the affective dimensions of mentoring within the distinct context created by the COVID-19 pandemic.
Findings
Our data analysis revealed three themes: (1) mentor humility was relevant to mentees' success, (2) relationship longevity mattered, and (3) caring mentoring relationships were affectively and empirically generative.
Research limitations/implications
Narrative inquiry, generally, is limited in its generalizability but can be a powerful tool to facilitate knowledge sharing. Our analysis suggests areas which merit further research and may have broader implications. Namely, during trying times the normalization of professor humility may enhance the quality and generativity of the mentoring relationships, especially when combined with networking support.
Practical implications
We make seven recommendations to enhance the efficacy of professors as mentors and mentees in need of mentorship.
Originality/value
Mentors who practice care-for their mentees, as opposed to care-about, enhance the efficacy of the mentoring relationship.
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Charlie Gregson and Steve Little
Sherwood Forest is a mosaic of heritage, habitats and stakeholder relations. Scheme Manager, Steve Little, and Senior Lecturer in Museum Studies, Charlie Gregson, share their…
Abstract
Sherwood Forest is a mosaic of heritage, habitats and stakeholder relations. Scheme Manager, Steve Little, and Senior Lecturer in Museum Studies, Charlie Gregson, share their story of developing a working methodology in this complex landscape. By evaluating their relationship through the lenses of knowledge brokering and collaborative mentoring, they identify six themes relating to how their working environment evolved and functioned. Discussion finds significant overlap between collaborative mentoring, KE and the attainment of the Sustainable Development Goals in their ability to enable more nuanced and holistic changemaking that is contextualized in a deep understanding of need.
Knowledge brokering, a process by which an individual (or an organization) supports the transfer of research evidence into policy and practice, can improve evidence-based decision-making through knowledge exchange (KE) but is, on the whole, poorly defined in academia (Cvitanovic et al., 2017). This chapter seeks to contribute to the ‘necessary and urgent’ need for evaluation of KE in practice (Rycroft-Smith, 2022) by providing edited snippets of dialogue, analysis and key learning points. It is intended as inspiration and encouragement for academics, professionals, students and volunteers developing human-centric projects or design-thinking methodologies between universities and external partners.
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The purpose of this paper is to introduce the special issue.
Abstract
Purpose
The purpose of this paper is to introduce the special issue.
Design/methodology/approach
A brief description of the Gender in Management track at the 2007 British Academy of Management (BAM) Annual Conference held at Warwick Business School and an outline of the papers in the issue.
Findings
The track examined various issues and the papers chosen from the track for the special issue are closest to the central concerns of the journal.
Originality/value
Provides a summary of the perspectives considered.
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