DOCSLIB.ORG

Critical Mentorship for Black Girls: an Autoethnography of Perseverance, Commitment, and Empowerment

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Critical Mentorship for Black Girls: an Autoethnography of Perseverance, Commitment, and Empowerment LMU/LLS Theses and Dissertations 4-24-2019 Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment Krystal Huff Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/etd Part of the African American Studies Commons, and the Feminist, Gender, and Sexuality Studies Commons Recommended Citation Huff, Krystal, "Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment" (2019). LMU/LLS Theses and Dissertations. 804. https://digitalcommons.lmu.edu/etd/804 This Dissertation is brought to you for free and open access by Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in LMU/LLS Theses and Dissertations by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. LOYOLA MARYMOUNT UNIVERSITY Critical Mentorship for Black Girls: An Autoethnography of Perseverance, Commitment, and Empowerment by Krystal Huff A dissertation presented to the Faculty of the School of Education, Loyola Marymount University, in partial satisfaction of the requirements for the degree Doctor of Education 2019 A Black Girl and Her Mentors: A Story of Perseverance, Commitment, and Empowerment Copyright © 2019 by Krystal Huff ACKNOWLEDGMENTS First and foremost, thank you God for always keeping me and lifting me in the most amaZing ways. It is a blessing that I have made it this far. Thank you to my big sister and first mentor, Nicole, for going against the grain and paving a way for my two little sisters and me to follow. We are your legacy. Thank you to my baby sister, Nessa, who literally carried me when I couldn’t walk and served as my support during some of the most tumultuous times throughout this program. I am forever indebted to you. Thank you to my little sister, Charmaine, whose work and pursuit of higher education continues to inspire me. Keep going! You are killing it! To my fiancé, Jonathan, the love of my life, thank you for being my strength in my weakness, my happiness through the sadness, my motivation through my doubt, and my light in the darkness. You are my heart, and I appreciate everything thing about you! Thank you to my doctoral bestie, Rene, who opened his heart and home to me throughout this challenging journey. This wouldn’t have been the same without you. A special thank you to my great many critical mentors who housed me, guided me, nurtured me, and motivated me. This dissertation would not have been possible without your radical love, Nicole, Ms. Smith, Ms. Morehead, Rena, Nessa, Rochelle, and Dr. Tushabe. May your light shine through me and into the hearts of generations of Black girls. To the revolutionary Dardarites of Cohort 13: Tina Evans, Ariane White, Shadi Seyed Yousef, Stephanie Goodman, and Rene Lozano; thank you for holding space, inspiring me, and helping me to see this through to the end. Your words and research were often my comfort. iii To Dr. Kortney HernandeZ and Dr. Sofia Vergara, two dynamic Darderites from previous cohorts, thank you for your radical love and support throughout this time. I deeply appreciate your answering every last-minute call, all your reading and reviewing of drafts, and the critical feedback that you shared. You helped shape this work, and for that, I thank you! To Dr. William Parham, thank you for your consistent support; from the initial meetings when I was only beginning to conceptualiZe this work, to the encouragement in the final days of this program. Your wisdom, warmth, and patience allowed me to rest assured that I would reach the finish line. To Dr. Torrie Weiston-Serdan, thank you for your amaZing foundational work on critical mentoring. It was not until I read your work that I had the words to describe the impactful experiences that were the sources of my strength and perseverance. Thank you for serving as a critical mentor to your young people, mentors across the nation, and to budding scholars who aim to spend their lives supporting the liberation and success of young people. You are an inspiration. Last and definitely not least, thank you to one of my critical mentors, Dr. Antonia Darder. Conducting an autoethnographic study was an emotionally, intellectually, and physically challenging process that resurfaced years of both pain and joy. I am deeply grateful that you suggested this deeply healing research course and for your radical love that nurtured me through the tears, laughs, and the enlightening realiZations about myself and my life. You are the true definition of an othermother, leading generations of scholars, practitioners, mothers, fathers, brothers, sisters, and friends in becoming facilitators of emancipatory liberation. All my love to you! iv DEDICATION To all of my little sisters, my future little sisters, my future daughters, and their daughters: this is for you. Take this and absorb the Black girl magic when the world tries to make you forget who you are. You are a queen, a revolutionary, a mother of nature and of the world. Wear your crown with pride and don’t ever take it off. v TABLE OF CONTENTS ACKNOWLEDGMENTS ........................................................................................................... iii DEDICATION ............................................................................................................................... v LIST OF TABLES ........................................................................................................................ ix LIST OF FIGURES ....................................................................................................................... x ABSTRACT .................................................................................................................................. xi CHAPTER 1: INTRODUCTION ................................................................................................ 1 Statement of the Problem ............................................................................................................. 5 RacialiZation of Black Girls ......................................................................................................... 7 Education .................................................................................................................................. 8 #Blackgirlmagic and Counter Narratives ............................................................................... 11 Interventions ........................................................................................................................... 12 Purpose and Significance of the Study ...................................................................................... 14 Research Questions .................................................................................................................... 16 Conceptual Framework .............................................................................................................. 16 Black Feminism ..................................................................................................................... 17 Black Girlhood Studies .......................................................................................................... 18 Critical Mentoring .................................................................................................................. 19 Methodology .............................................................................................................................. 23 Positionality ............................................................................................................................... 25 Limitations ................................................................................................................................. 26 Delimitations .............................................................................................................................. 27 Definitions and Key Terms ........................................................................................................ 28 OrganiZation of Dissertation ...................................................................................................... 29 CHAPTER 2: LITERATURE REVIEW .................................................................................. 31 Racial and Gendered SocialiZation of Black Girls .................................................................... 32 Black Feminism and Black Girlhood Studies ............................................................................ 38 Black Feminism ..................................................................................................................... 38 Black Girlhood Studies .......................................................................................................... 44 Traditional Mentoring as Cultural Invasion ............................................................................... 48 Mentoring Black Girls and Women ........................................................................................... 51 Mentoring in Childhood ......................................................................................................... 51 Mentoring Black Female Adolescents ................................................................................... 52 Mentoring Black Females in the Academy and Beyond .......................................................
Load more

Recommended publications
  • Mentorship: in Research, Practice, and Planning Jasmine A
    McNair Scholars Research Journal Volume 1 | Issue 1 Article 11 2-12-2010 Mentorship: In Research, Practice, and Planning Jasmine A. Lee Eastern Michigan University, [email protected] Follow this and additional works at: http://commons.emich.edu/mcnair Recommended Citation Lee, Jasmine A. (2008) "Mentorship: In Research, Practice, and Planning," McNair Scholars Research Journal: Vol. 1: Iss. 1, Article 11. Available at: http://commons.emich.edu/mcnair/vol1/iss1/11 This Article is brought to you for free and open access by the Graduate School at DigitalCommons@EMU. It has been accepted for inclusion in McNair Scholars Research Journal by an authorized administrator of DigitalCommons@EMU. For more information, please contact [email protected]. Lee: Mentorship MENTORSHIP: IN RESEARCH, PRACTICE, AND PLANNING Jasmine A. Lee Dr. Lynn Nybell, Mentor ABSTRACT This research examines literature from 1995-2007 involving youth mentorships in America. Mentor/National Mentoring partnership defi nes youth mentorship as a “structured and trusting relationship that brings young people together with caring individuals who offer guid- ance, support and encouragement aimed at developing the competence and character of the mentee” (2003). Over the past decade there has been a resurgence of youth mentoring as a way to provide support and encouragement to “at-risk” youth in America. My study of the literature involved defi ning the word mentor and fi nding the best practices used by mentor programs that create positive outcomes in youth and docu- menting the process of the mentor relationship. During my research I discovered that there is a lack of information specifi cally regarding Af- rican-American mentors matched with African-American mentees and the impacts that this has on the youth involved.
    [Show full text]
  • Isum 許諾楽曲一覧 更新日：2019/1/23
    ページ：1/37 ISUM 許諾楽曲一覧 更新日：2019/1/23 ISUM番号 著作権者 楽曲名 アーティスト名 ISUM番号 著作権者 楽曲名 アーティスト名 ISUM番号 著作権者 楽曲名 アーティスト名 ISUM-1880-0537 JASRAC あの紙ヒコーキ くもり空わって ISUM-8212-1029 JASRAC SUNSHINE ISUM-9896-0141 JASRAC IT'S GONNA BE ALRIGHT ISUM-3412-4114 JASRAC あの青をこえて ISUM-5696-2991 JASRAC Thank you ISUM-9456-6173 JASRAC LIFE ISUM-4940-5285 JASRAC すべてへ ISUM-8028-4608 JASRAC Tomorrow ISUM-6164-2103 JASRAC Little Hero ISUM-5596-2990 JASRAC たいせつなひと ISUM-3400-5002 NexTone V.O.L ISUM-8964-6568 JASRAC Music Is My Life ISUM-6812-2103 JASRAC まばたき ISUM-0056-6569 JASRAC Wake up! ISUM-3920-1425 JASRAC MY FRIEND 19 ISUM-8636-1423 JASRAC 果てのない道 ISUM-5968-0141 NexTone WAY OF GLORY ISUM-4568-5680 JASRAC ONE ISUM-8740-6174 JASRAC 階段 ISUM-6384-4115 NexTone WISHES ISUM-5012-2991 JASRAC One Love ISUM-8528-1423 JASRAC 水・陸・そら、無限大 ISUM-1124-1029 JASRAC Yell ISUM-7840-5002 JASRAC So Special -Version AI- ISUM-3060-2596 JASRAC 足跡 ISUM-4160-4608 JASRAC アシタノヒカリ ISUM-0692-2103 JASRAC sogood ISUM-7428-2595 JASRAC 背景ロマン ISUM-5944-4115 NexTone ココア by MisaChia ISUM-1020-1708 JASRAC Story ISUM-0204-5287 JASRAC I LOVE YOU ISUM-7456-6568 NexTone さよならの前に ISUM-2432-5002 JASRAC Story(English Version) 369 AAA ISUM-0224-5287 JASRAC バラード ISUM-3344-2596 NexTone ハレルヤ ISUM-9864-0141 JASRAC VOICE ISUM-9232-0141 JASRAC My Fair Lady ft. May J. "E"qual ISUM-7328-6173 NexTone ハレルヤ -Bonus Tracks- ISUM-1256-5286 JASRAC WA Interlude feat.鼓童,Jinmenusagi AI ISUM-5580-2991 JASRAC サンダーロード ↑THE HIGH-LOWS↓ ISUM-7296-2102 JASRAC ぼくの憂鬱と不機嫌な彼女 ISUM-9404-0536 JASRAC Wonderful World feat.姫神 ISUM-1180-4608 JASRAC Nostalgia
    [Show full text]
  • School Nurse Mentorship Manual
    School Nurse Mentorship Manual West Virginia School Nursing Services Office ofSpecial Education May2018 2017 West Virginia School Nurse Mentorship Program Committee Members Region 1 Region 6 Allison St. Cla ir of Monroe County Carol Cipoletti of Brooke County Region 2 Region 7 Kristi Scaggs of Logan County Rebecca Wise of Monongalia County Region 3 Region 8 Melinda Embrey of Kanawha County Rhonda Dante of Hampshire County and Linda Parsons of Putnam County WVDE Rebecca King, Office of Special Education Region 4 Jenny Friel of Pocahontas County Region 5 Kristin Stover of Jackson County Special thanks to Connie Harper, School Nursing Consultant and retired school nurse of Clay County schools. 1 TABLE OF CONTENTS Introduction to School Nursing ....................................................................................................................................................... 4 Keeping Students Safe: Understanding National and State Laws and Rules (Policy) ........................................ 7 CPS Reporting ..........................................................................................................................................................................................1 1 Organizational Chart with Roles of School Personnel: ........................................................................................................ 12 Confidentiality /Communication ...................................................................................................................................................
    [Show full text]
  • At Home with Gene Hackerman: Interview
    Association of Rice Alumni SavaI 31, No. 4 onJanuary— February 1976 At Home with Gene Hackerman: Interview The Modern College Presidency: Special Report 2 SALLYPORT JANUARY-FEBRU ANUAR The Impossible Job? A Special Report on What It Takes to Run a College These Day THE c dents health. An "WANTED," the advertisement might say: "President, to mentalism of its labor force have made legislators and 10- That the products are being marketed with eve higher direct an enterprise manufacturing societal products. citizens, on whose support the manufacturer depends, greater difficulty in the job-scarce society for whic tably Diversified interests range from agronomy to zoology. increasingly wary of the enterprise. they are produced. abyss. Duration of manufacturing process: 3.7 years. Profit 010'That the corporation is a proving ground for Nor does the help-wanted ad hint at the uniqu aeadei potential: none. Loss: $5,500 on every unit produced. social legislation, a bellwether of social change. qualities of the enterprise's labor force: widow "President must represent company to vast constit- 110- That the institution's former products—many of No- That the workers expect—and demand—to ta fin uency: 63,000 shareholders, state legislators, govern- them gone from the scene for decades—are, in effect, treated not merely as workers, but as part of the colf eating ment bureaucrats, and the community at large. its majority shareholders. pany's governance. "Salary: not commensurate with responsibilities." That it is their contributions that in large part IP- That, at the same time, they are unionizing Year Uncommonly candid? Perhaps, as far as the ad goes.
    [Show full text]
  • National Geographic Society
    MAKING A MAN | THE SCIENCE OF GENDER | GIRLS AT RISK SPECIAL ISSUE GENDER REVOLUTION ‘The best thing about being a girl is, now I don’t have to pretend to be a boy.’ JANUARY 2017 I CONTENTS JANUARY 2017 • VOL. 231 • NO. 1 • OFFICIAL JOURNAL OF THE NATIONAL GEOGRAPHIC SOCIETY THE GENDER ISSUE Can science help us navigate the shifting land- scape of gender identity? 0DQG\ EHORZ LGHQWLƃHV as IDşDIDƃQH a third gender in Samoa. 48 RETHINKING GENDER %\5RELQ0DUDQW]+HQLJ 3KRWRJUDSKVE\/\QQ-RKQVRQ | CONTENTS ELSEWHERE 30 | I AM NINE YEARS OLD 74 | MAKING A MAN TELEVISION GENDER REVOLUTION: 1DWLRQDO*HRJUDSKLF traveled to 80 In traditional cultures the path to man- A JOURNEY WITH homes on four continents to ask kids hood is marked with ceremonial rites of KATIE COURIC KRZJHQGHUDƂHFWVWKHLUOLYHV7KH passage. But in societies moving away answers from this diverse group of from strict gender roles, boys have to A look children were astute and revealing. ƃQGWKHLURZQZD\VWREHFRPHPHQ at how %\(YH&RQDQW %\&KLS%URZQ genetics, 3KRWRJUDSKVE\5RELQ+DPPRQG 3KRWRJUDSKVE\3HWH0XOOHU culture, and brain chemistry shape gender. February 6 at 8/7c on National Geographic. TELEVISION JOIN THE SAFARI Watch live as guides track Africa’s iconic animals on 6DIDUL/LYH a series premiering January 1 at 10/9c on Nat Geo WILD. 110 | AMERICAN GIRL 130 | DANGEROUS LIVES OF GIRLS The guides also will take In some ways it’s easier to be an Amer- In Sierra Leone, wracked by civil war and viewers’ questions via ican girl these days: Although beauty Ebola, nearly half of girls marry before Twitter at #SafariLive.
    [Show full text]
  • Summer Catalog 2020
    5)&5*/:#00,4503& Summer Catalog 2020 Summer books for readers of all ages Arts and Crafts……………………………………………………………. p.1 Biography and Autobiography………………………………...……. p. 1-2 Business and Economics……………………………………...……….. p. 2-4 Comics and Graphic Novels……………………………..…………… p. 4-6 Computers and Gaming………………………………...…….……….. p. 6 Cooking……………………………………………………………………… p. 6 Education…………………………………………………………………… p. 6 Family and Relationships………………………………...……………. p. 6 Adult Fiction………………………………………………….……………. p. 7-10 Health and Fitness…………………………………………..…………… p. 10 History……………………………………………………………………….. p. 10 Humor…………………………………………………………….………….. p. 11 Kids Fiction for Kids…………………………………………………… p. 11-18 Nonfiction for Kids……………………………………………… p. 18-20 Social Studies Language Arts………………………………………...........…….. p. 21 Law………………………………………………………….….....….. p. 21 Literary Collections……………………………………..…........ p. 21 Math…………………………………………………………..…....... p. 21 Philosophy…………………………………………………..…...... p. 21 Table of Contents of Table Politics…………………………………………………………........ p. 21-22 Psychology…………………………………………………......…. p. 23 Religion……………………………………....…………………..… p. 23 Science………………………………………....…………………... p. 23 Self-Help……………………………………………….………………....... p. 23-25 Social Science…………………………………………………………….. p. 25 Sports………………………………………………………………………… p. 25 True Crime…………………………………………………………………. p. 25 Young Adult Fiction……………………………………………………................ p. 25-27 Nonfiction……………………………………………................… p. 27-28 Buy Online and Pick-up at Store or Shop and Ship to Home tinybookspgh.com/online
    [Show full text]
  • “I Used to Be Gifted:” Case Studies of Lost Potential Among Adolescent Females, Conducted by Ms
    “I USED TO BE GIFTED:” CASE STUDIES OF LOST POTENTIAL AMONG ADOLESCENT FEMALES A Dissertation by VIRGINIA MAURER MCDONNELL Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2005 Major Subject: Educational Psychology “I USED TO BE GIFTED:” CASE STUDIES OF LOST POTENTIAL AMONG ADOLESCENT FEMALES A Dissertation by VIRGINIA MAURER MCDONNELL Submitted to Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved as to style and content by: William R. Nash Michael J. Ash (Chair of Committee) (Member) Joyce E. Juntune G. Patrick Slattery, Jr. (Member) (Member) Michael R. Benz (Head of Department) May 2005 Major Subject: Educational Psychology iii ABSTRACT “I Used To Be Gifted:” Case Studies of Lost Potential Among Adolescent Females. (May 2005) Virginia Maurer McDonnell B.S., Iowa State University; M.S., Iowa State University Chair of Advisory Committee: Dr. William Nash This case study focuses on the influence of certain sociocultural factors on the ability of adolescent girls to fulfill their potentials. Specifically, the purpose of this research is to advance an alternative perspective on the relationship between the sociocultural influences of friendship, mother/daughter relationship, school experience, and body image and a loss of potential among adolescent girls from a historical, poststructural, postmodern-feminist perspective. The dissertation is presented in the form of narrative from both the author’s and girls’ and women’s perspectives in order to seek a rich and thick description. Throughout the study, the author integrates moments from her own journey during adolescence with the young girls and their mothers or grandmothers encountering the oftentimes overwhelming negative sociocultural challenges existing today.
    [Show full text]
  • Perspective of First MBBS Students on Mentoring
    IOSR Journal of Dental and Medical Sciences (IOSR-JDMS) e-ISSN: 2279-0853, p-ISSN: 2279-0861.Volume 17, Issue 10 Ver. 8 (October. 2018), PP 53-58 www.iosrjournals.org Perspective of First M.B.B.S students on Mentoring -A Questionnaire-Based Study in two Government Medical Colleges in Telangana. Dr N.Jagathi Devi1, Dr A.B. Suguna2 1 First author: Dr N.Jagathi devi, Associate Professor, Pharmacology, Government Medical College, Nalgonda. 2 Second author/ Corresponding author: Dr A.B. Suguna, Associate Professor, Pharmacology, Government Medical College, Nizamabad Abstract Introduction: An Introductory workshop on Mentoring was conducted as a part of Orientation course for incoming First year M.B.B.S. students of Osmania Medical College and new Government Medical college in Mahabubnagar of 2016 batch. Following this program, the students were asked to fill a prepared questionnaire to gauge their opinion and preferences on Mentoring. The purpose was to use the data to plan an effective Mentorship, in consultation with students, to better fulfil their requirements. Objectives: To assess the need of Mentoring, as perceived by First M.B.B.S. students who have just entered the medical college by analyzing their responses to a prepared questionnaire. To compare the attitude and requirements towards Mentoring in two different government medical colleges in Telangana. And finally to plan individualized and effective Mentorship programs, keeping in mind students’ requirements. Methodology: Mentoring program was conducted as a part of Orientation course for incoming First year M.B.B.S. students of 2016 Batch of Osmania Medical College and new Government Medical college in Mahabubnagar.
    [Show full text]
  • Telecommuting Guide Produced By
    Telecommuting Guide Produced by: tafep.sg All information in this book is correct as of June 2021. All rights reserved. No part of these contents may be reproduced in any form or by electronic or mechanical means, including information storage and retrieval systems without permission in writing from the publisher. Contents 1 Introduction 19 Engage • Why this Telecommuting Guide? 1 • Keys to Keep a Hybrid Workforce Engaged 19 • How the Guide is Structured 2 • Organisation Considerations 21 • Terminology 2 • Manager Considerations 24 • The Organisation Case for Telecommuting - • Team Considerations 25 Maximising the Benefits and Reducing the Risks 3 • Employee/Individual Considerations 26 6 Plan 28 Perform • Organisation-level Considerations 6 • Manager Considerations 9 • Telecommunting Policy/Guidelines 10 31 Develop 12 Attract 34 Overcoming the Challenges • Virtual Hiring 12 • Considerations for Successful Virtual Hiring 13 37 Conclusion • Assessing Skills and Abilities Conducive to Successful Virtual Working 14 • Virtual Onboarding 15 39 Company Profiles • Assessing Progress and Feedback on the • Dell Technologies 40 Onboarding Process 18 • Foo Kon Tan 42 • Rajah & Tann 44 • SAP Asia Pte Ltd 46 • Singtel 48 • Toshiba Asia Pacific Pte Ltd 50 Introduction WHY THIS TELECOMMUTING GUIDE? remote working issues, for example, those related to managing time zone differences or geographically dispersed teams. This Guide focuses on employers who provide ‘hybrid’ or ‘blended’ work arrangements where employees have the option to work virtually or at an office/shared workplace. Recent projections of future employer practices indicate that many employers will continue to offer their employees the This Telecommuting Guide was developed to In this Guide, we aim to share important flexibility to telecommute during the work encourage and support Singapore employers considerations and best practices, combined week, in an arrangement that works best for in the implementation of a sustainable with learnings and examples from Singapore- the employee and team.
    [Show full text]
  • Mentoring Junior Faculty in the UNC School of Medicine
    Mentoring Junior Faculty in the UNC School of Medicine Susan Girdler, Ph.D., FABMR Department of Psychiatry Chair, SOM Mentoring Task Force Cristin Colford, M.D., FACP Department of Medicine – Internal Medicine Associate Director, Residency Program Enhance research/clinical/ teaching practices Foster Independence Broker Opportunities Career and Enhancing Networking Mentoring Develop Career Management Skills Advocate and Offer Protection Identify Opportunities for Development Kram, K.E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, IL: Scott Foresman and Company. Promote Socialization to the Profession and Institution Provide Encouragement, Enhance Confidence Psychosocial Mentoring Help Clarify Professional Identity Model Professional Behaviors, Attitudes and Values Multiple Roles for Mentors o Career advocate, sponsor, strategist o Tenure and promotion coach o Feedback communicator o Protector o Counselor o Networking o Teaching, research, clinical coach Think Multiple Mentors! Mentoring at the University of Pennsylvania School of Medicine: Relationship of Number of Mentors to Outcomes (n=1,046 Assist and Assoc Profs) Wasserstein, Quistberg, & Shea (2007). Journal of General Internal Medicine, 22(2), 210-214. UNC SOM faculty 28-45 yrs of age 70 60 50 40 % Agree % 30 20 Having formal mentor is Receive formal mentoring important 2016 Association of American Medical Colleges Mentoring Outcomes at UNC SOM 100 Mentoring No Mentoring 90 80 70 Agreed % 60 50 40 Daily activities1 & Clear2 role Clear medical3
    [Show full text]
  • Mentorship Program Plan (Approved)
    MENTORSHIP PROGRAM PLAN (APPROVED) Table of Contents TIGER MENTORS PROGRAM – EXECUTIVE SUMMARY (ONE-PAGE-SHEET). .............................. 1 1. OVERVIEW OF (PROPOSED) PROGRAM. ............................................................................. 1 2. PROGRAM GOALS. ............................................................................................................. 1 3. ELIGIBILITY – MENTORS. ..................................................................................................... 1 4. ELIGIBLITY – MENTEES. ....................................................................................................... 2 5. LAUNCH YEAR PROFESSIONAL FIELD OFFERINGS FOR MENTORSHIP. .................................. 2 6. MENTORSHIP PROGRAM – OVERVIEW OF HOW IT WORKS. ............................................... 3 7. MENTOR COMMITMENETS: DUTIES OF MENTORS. ............................................................. 3 8. MENTEE COMMITMENTS: DUTIES OF MENTEES. ................................................................ 4 9. MENTORSHIP ASSIGNMENTS & PROGRAM MANAGEMENT. ............................................... 5 10. MENTOR RECRUITMENT PLAN. ......................................................................................... 6 11. MENTEE MARKETING PLAN. ............................................................................................. 6 11.5. Affiliations & Alliances. .......................................................................................................... 7 12. PROGRAM
    [Show full text]
  • Mentorship Behaviors and Mentorship Quality Associated with Formal Mentoring Programs: Closing the Gap Between Research and Practice
    Journal of Applied Psychology Copyright 2006 by the American Psychological Association 2006, Vol. 91, No. 3, 567–578 0021-9010/06/$12.00 DOI: 10.1037/0021-9010.91.3.567 Mentorship Behaviors and Mentorship Quality Associated With Formal Mentoring Programs: Closing the Gap Between Research and Practice Tammy D. Allen Lillian T. Eby University of South Florida University of Georgia Elizabeth Lentz University of South Florida Formal mentoring programs continue to gain popularity within organizations despite limited empirical research regarding how these programs should be designed to achieve maximum effectiveness. The present study examined perceived design features of formal mentoring programs and outcomes from both mentor and prote´ge´ perspectives. The outcomes examined were career and psychosocial mentoring, role modeling, and mentorship quality. In general, the results indicated that perceived input into the mentoring process and training perceived as high in quality were consistently related to the outcome variables. Implications for the design of formal mentoring programs and future theory development are discussed. Keywords: formal mentoring, mentoring relationships, mentors, prote´ge´s Formal mentoring programs have become an increasingly pop- compared the outcomes associated with formal and informal men- ular employee development tool (Catalyst, 1993; Douglas & Mc- toring for mentors (Allen & Eby, 2003). Cauley, 1999; Eddy, Tannenbaum, Alliger, D’Abate, & Givens, Although several studies have investigated the differences in 2003). For over a decade, recommendations concerning the design benefits across formal and informal mentorships, less research has and implementation of these programs have been offered in both focused on formal program characteristics and mentorship out- the popular and scholarly press (e.g., Burke & McKeen, 1989; comes.
    [Show full text]