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The purpose of this study was to make sense of the individual perspectives of former undergraduate student mentors from science, technology, engineering, and mathematics (STEM) fields who took part in an after-school STEM mentoring program. The study examined the following research questions: (1) How do former undergraduate student STEM mentors interpret and give meaning to their after-school STEM mentoring experiences? (2) In what way can an after-school STEM mentoring experience lead to a deeper understanding of the long-term implications of a STEM mentorship program?

The sample comprised 21 former undergraduate STEM mentors. The study was guided by the methods of content analysis and repertory grid (RepGrid), with data collected via highly structured interviews. Eight elements were pre-selected for the RepGrid to elicit constructs from participants. These include (1) mentoring, (2) teaching, (3) research, (4) career, (5) workforce, (6) Nebraska STEM for you (NE STEM 4U), (7) networking, and (8) communication. The researcher employed content analysis for cross-case analysis and used interpretative clustering to analyze nuanced similarities and differences among participants. Personal construct theory was used to understand how former STEM mentors made sense of their experiences.

The results highlight the diversity of viewpoints among participants, as well as their connections to various career paths, communication strategies, and mentorship styles. These insights contribute to a deeper understanding of how STEM mentorship experiences can be tailored to the experiences of mentees. The study stresses the significance of clear communication in STEM and advises professionals to avoid excessive technical jargon to convey complex ideas. Overall, the study provides valuable insights into the motivations, perspectives, and benefits of former undergraduate mentors. Ultimately, recognizing how these factors impact STEM mentoring programs is vital for the long-term success and advancement of the STEM pipeline.

The study has several limitations, including the inclusion of participants lacking knowledge or experience with the eight elements used in the RepGrids. While participants had completed a bachelor’s degree in a STEM field, not all had pursued advanced schooling or careers that required knowledge or implementation of research.

Findings underscore the importance of acknowledging the diverse career paths within STEM fields to understand participants’ perspectives toward mentorship. Considering the incorporation of STEM mentorship within regular school hours and making it a graduation prerequisite could enhance student participation and advancement. Integrating STEM outreach programs into higher education curricula could facilitate the development of essential professional skills (e.g. critical thinking, problem-solving) among STEM undergraduate students. These implications highlight the importance of diverse mentorship styles and professional skills to foster a more inclusive STEM workforce.

The study focused on the individual perspectives of participants rather than employing a thematic analysis.

The purpose of this study is to contribute to the existing literature on the importance of mentorship in academia, particularly in higher education. Specifically, this study aims to address the research gap related to academic mentorship from a gendered perspective. The Productive Mentoring Framework and relational–cultural theory theoretically support this study.

In this qualitative descriptive study, purposive sampling was used to recruit 19 participants for semi-structured interviews and a focus group. Two research questions guided this study: (1) How do individuals who identify as women describe the importance of mentorship in academia? (2) How do individuals who identify as women describe mentorship in academia from a gendered perspective? Using Braun and Clarke’s (2006) thematic analysis, a total of six themes emerged, with three themes identified for each of the two research questions from the data: (a) guidance and support, (b) personal and professional development, (c) inclusive and accountable relationships, (d) empathetic and supportive mentorship, (e) interpersonal connectivity and (f) gender empowerment and advocacy.

The research findings suggest that the participants held perceptions of gender disparity within academia. Additionally, empowering interpersonal relationships with other women and supportive environments were crucial in overcoming challenges and developing personally and professionally in higher education institutions. Future research is recommended to explore the perspectives of women supporting women and the perception of gender disparity in academia.

While successfully addressing the research questions, this study has limitations. One limitation was that this study had a relatively small sample size of participants who identified as women, which limited the focus of this research. Another limitation was that interview and focus group participants did not mention working with mentors who fall outside the traditional binary of male and female. Finally, limitations can occur in qualitative research as there is potential bias in the data analysis process. However, member-checking and codebook verification were utilized to minimize this constraint.

There are practical implications from the research for mentoring practices in academia. Since the results indicated benefits to women, institutions could prioritize mentoring programs, especially pairing same-gender mentors and mentees. This helps new employees navigate academia. Mentoring fosters interpersonal connectivity, improving academic culture. By supporting mentoring relationships and professional friendships, leaders positively impact dynamics within institutions. Gender disparities and systemic barriers call for advocacy within higher education. Mentor training programs should address these issues, providing a platform for solutions. Administrators' awareness may support efforts to improve equity.

The study is original in its focus on academic mentorship from a gendered perspective, as described by women in academia, notably higher education.

Approaching mentoring from the theoretical tradition of continental pedagogy and contrasting it to the neoliberal organization of the academy, this paper aims to analyze how the Croatian higher education document framework constructs mentoring graduate and postgraduate students' research projects.

The analysis of 50 national- and university-level documents, which were coded using an adapted strategy described by Saldaña (2014), was guided by the following research questions. 1. Which elements of the mentor’s activity in guiding the research projects of graduate and postgraduate students are addressed by the relevant Croatian higher education documents? 2. Which elements of the graduate and postgraduate students’ activity in conducting research projects are addressed? 3. Which structural dimensions of mentoring these research projects are addressed?

The results point to the construction of mentoring as a pedagogical relationship based on guidance, support and dialog and also signal the processes of quantification of education and responsibilization of individuals.

The results can be used in the critical revision of the documents as well as in supporting mentors in their professional roles.

This is the first analysis of the Croatian higher education document framework focused on mentoring students’ research projects.

In this study, students’ perceptions of the effective practices of their research mentors were examined. The research mentors implemented the practices informed by the Center for the Improvement of Mentored Experiences in Research (CIMER) mentorship competencies to mentor underrepresented students in engineering education research in a virtual environment.

This research experience for undergraduates (REU) program, situated in the United States of America, consisted of undergraduate students (i.e. mentees), graduate students and faculty mentors who all had at least one underrepresented identity in engineering (i.e. Black, Latiné/x, and/or women). Using qualitative methods, we used data from reflection surveys and follow-up interviews with REU mentees to understand the outcomes of the mentorship strategies employed by the mentors in the program. The data were analyzed thematically using CIMER model constructs and social capital theory as guiding frameworks.

The results indicated the identified strategies students perceived as the most impactful for mentorship throughout the program. Students in the REU gained knowledge on how to activate social capital in mentorship relationships and how to better mentor others.

The findings provide insight on how to operationalize the CIMER mentorship competencies to skillfully mentor underrepresented students in engineering. Given the size of the REU and the nature of qualitative research, the sample size was limited.

The results help inform mentorship practices for underrepresented individuals in engineering education and the workforce. Further, they add to the practical knowledge of implementing CIMER best practices virtually, at a time when the world has transitioned to more hybrid and virtual working and learning environments.

This study identifies impactful strategies for operationalizing mentorship strategies informed by theory- and evidence-based CIMER mentorship competencies. In addition, this study extends knowledge about how to implement mentoring best practices and engage mentorship in a virtual environment.

The purpose of this conceptual paper is to define and explore the roles of mentors, the responsibilities and even misconceptions of their position in partnership schools, the characteristics of effective mentors, the gaps that exist in current mentor training and the need for updated and forward-thinking flexible and accessible mentor training as it relates to improvements in University Teacher Preparation Programs and their partnership schools.

The authors detail the process of interviewing a diverse population of mentors and teacher candidates (TCs) who have participated in our professional development (partnership) schools. See Appendices A and B for parallel questions posed during each interview process. Following the interviews, data were gathered in both text and video-based formats to create mentor training video modules to improve the current state of mentor training in our program. Themes were identified following an analysis of both interview intakes, and modules were created to align with these themes.

Following the first rounds of implementation, the authors have reflected and noted that a need for an even more diverse population of both mentors and interns to be interviewed is necessary moving forward. The authors do note an appreciation by mentors and university partners in the quality, flexibility and accessibility that this new video module-based mentor training program provides.

The video-based mentor training modules that the authors detail honor the needs of both new and returning mentors. Via the interviews with teacher candidates, mentors are able to empathize and understand how to be better mentors to their future TCs. Via the scenarios and questions that follow each thematically driven module, mentors are able to independently reflect on their current practices and ways to improve their roles. At any point in the internship year, mentors can return to the video training modules to review and thus improve their practice.

Mentors, university supervisors, teacher candidates and site coordinators (those individuals who identify mentors in their buildings) note improvement in their ability to communicate effectively as a result of being presented with video modules and reflections about the role of mentors from both mentors and TCs.

The authors were called on by leadership in the College of Education at the University to create this original mentor training video module. It is unique to the College of Education at the University. Great value exists in its accessibility, adaptability (we can upload new videos at any time) and representation of both the mentor and TC perceptions, suggestions and experiences in our program.

The purpose of this paper is to identify entrepreneur mentor benefits and challenges as a result of entrepreneurship mentoring in higher education (HE).

An entrepreneurship mentoring scheme was developed at a UK university to support prospective student entrepreneurs, with mentors being entrepreneurs drawn from the local business community. A mentor-outcomes framework was developed and applied to guide semi-structured interviews.

Results supported the broader applicability of our framework, with a revised framework developed to better represent the entrepreneur mentor context. Alongside psychosocial and personal developmental outcomes, mentors benefitted from entrepreneurial learning, renewed commitment to their own ventures and the development of additional skills sets. Enhanced business performance also manifested itself for some mentors. A range of challenges are presented, some generic to the entrepreneur setting and others more specific to the higher education (HE) setting.

The framework offered serves as a starting point for further researchers to explore and refine the outcomes of entrepreneur mentoring.

The findings serve to support those considering developing a mentor programme or including mentoring as part of a formal entrepreneurship education offer, specifically in a university setting but also beyond.

The vast majority of entrepreneurship mentoring studies focus on the benefits to the mentee. By focusing on benefits and challenges for the entrepreneur mentor, this study extends our knowledge of the benefit of entrepreneurship mentoring. It offers an empirically derived entrepreneur mentor outcomes framework, as well as offering insights into challenges for the entrepreneur mentor within an HE setting.

The purpose of this study was to examine the experiences of college-age mentors in a school-based mentoring (SBM) program with the aim of understanding mentor perceptions of “power.”

Seventeen mentors, comprising both undergraduate (9) and graduate (8) students, participated in this exploratory qualitative study. One-on-one semi-structured interviews and Focus Groups served as the primary methods of data collection. The modified Grounded Theory approach guided the data analysis process. Mentor narratives were scrutinized within the Indian context while also considering a global perspective.

Three major role execution styles emerged from examining mentor behavior: leadership, coaching and companionship. These charted the trajectory of equitability, revealing two major aspects of mentor perception: (1) within a tightly monitored and firmly structured program in a collectivist context, mentors believed they had the power to promote equitability in their dyads and (2) raising awareness about inequity is not sufficient to activate equitability, but additionally, an open mindset is essential for making conscious efforts to disrupt hierarchy.

The findings hold significant implications for higher education institutions and program creators in advocating school–college partnerships using SBM to promote equitable program structures and to develop a socially responsible next generation of leaders.

The study modestly fills critical gaps in the literature related to the understanding of power dynamics in mentoring relationships and understanding mentorship from mentors’ views. Future research could explore how college-age mentors perceive their own social capital.

This study provides insight into the nature of peer-mentoring opportunities for teacher candidates, including common challenges and benefits that can be used to inform best practices for implementing peer-mentoring programs by higher education institutions.

Qualitative interviews were conducted to glean insights from program coordinators and researchers regarding programs at higher education institutions in Canada, Australia, and Vietnam.

Common challenges and benefits of peer mentoring for teacher candidate mentors and mentees are identified. The importance of embedding reflective practice in programs is discussed, highlighting strategies for improving reflection and engagement.

This exploratory study has limitations. Due to the small sample size, thematic saturation may not have been reached. There is a lack of prior research on the topic of peer mentoring in an undergraduate, pre-service education context. These factors indicate room for further exploration on this topic. This study reveals areas for further research. Research on best practices for the implementation of peer mentoring experiences for teacher candidates should be continued with larger sample sizes, and mixed methodologies. Differences in best practices in online and in-person peer mentoring programs for teacher candidates could be investigated. The value of mentoring as a reflective tool for professional growth should be further explored. The adequacy of structured and reflective peer mentoring as an adjunct or substitute for traditional mentoring by staff advisors may be of interest to provide more professional growth opportunities to teacher candidates at earlier stages and lower costs for institutions.

To overcome common challenges associated with low engagement from mentees, both the mentor and mentee positions should be framed as active roles in a partnership essential for professional growth. Ideally, facilitators should designate time within the curriculum, such as course or lab time, in which mentors and mentees can meet. To increase mutual engagement, preservice education programs should make both roles mandatory, or offer each role as a credit course with academic incentives for assignments that demonstrate quality self-reflection and engagement.

Rather than viewing themselves as passive recipients of mentoring services, mentees can take ownership through engaging in valued mentee responsibilities, such as identifying needs, and communicating proactively. How mentee and mentor roles are perceived, and enacted, may be influenced by whether programs are presented as supports by mentors for mentees, or reciprocal professional partnerships required for mutual growth.

The research offers insights into how peer-mentoring programs for teacher candidates can be structured to address pitfalls, enhance professional development, and support undergraduate teacher-learners. Practical recommendations for program coordinators and institutions are offered.

Mentoring supports children, adolescents and young adults on their career paths and presents an important extracurricular educational format. The COVID-19 pandemic created a strong impetus for the deployment of virtual mentoring programs (VMPs), in which mentors and mentees communicate completely or predominantly through information and communication technologies (ICTs). Because it is unclear whether VMPs remain an attractive offer to mentors and mentees in post-pandemic times, this study aims to investigate the specific motivations of mentors and mentees to participate in VMPs and to draw conclusions about the effective design of VMPs.

In a qualitative study, the authors recruited 200 university students for an online survey, in which participants provided text responses regarding their motivations to participate in a youth or academic VMP as a mentor or mentee.

Potential mentors and mentees expect social components in VMPs. However, the results suggest that participants expect less psychosocial compared to career-related support from virtual mentoring, expect meaningful connections to be established only to a certain extent and do not expect role modeling from mentors. Furthermore, participants voiced mixed opinions about the virtual nature of mentoring programs, revealing a general field of tension (i.e. virtuality improves flexibility vs virtuality impairs relationship building). On this basis, design suggestions regarding VMPs are provided.

This study expands existing knowledge about VMPs by analyzing relevant factors when forming the intention to participate in a mentoring program, considering both youth and academic mentoring.

Peer mentoring programs in higher education settings support incoming students in their transition and adaptation to college life. Mentoring program evaluation research primarily focuses on student outcomes and documents mentoring relationship quality (MRQ) as an important component of programs that facilitate change. The current study examines MRQ in a college peer mentoring program and explores its association with mentors’ and mentees’ perceptions of family relationships.

The sample included 629 first-year students (Mage = 18.4 and 54.2% female) and 88 mentors (Mage = 20.6 and 65.9% female). Each mentor was matched with eight to 10 incoming students in the same department. Dyadic data were collected prior to the program (pre-test) and at the end of the fall semester (mid-program) and spring semester (post-test). At pre-test assessment, mentors and mentees rated their family relationships, perceived trust, loyalty, and fairness in their families. At follow-up assessments, mentees reported their MRQ, mentoring duration, and mentoring activities.

A multilevel modeling analysis revealed that mentees’ and mentors’ perceptions of loyalty in their families predicted higher levels of MRQ at the end of the program. However, mentors’ perceived trust in their families was negatively associated with MRQ.

This study adds to the youth mentoring literature by focusing on family-of-origin experiences of both mentors and mentees from a dyadic and relational perspective. These findings have implications for future research and the practice of formal mentoring programs in college settings.