The Wiley Handbooks in Education offer a capacious and comprehensive overview of higher education in a global context. These state‐of‐the‐art volumes offer a magisterial overview of every sector, sub‐field and facet of the discipline‐from reform and foundations to K‐12 learning and literacy. The Handbooks also engage with topics and themes dominating today’s educational agenda‐mentoring, technology, adult and continuing education, college access, race and educational attainment. Showcasing the very best scholarship that the discipline has to offer, The Wiley Handbooks in Education will set the intellectual agenda for scholars, students, researchers for years to come.
The Wiley Handbook of Adult Literacy
by Dolores Perin (Editor)
The Wiley Handbook of Paulo Freire
by Carlos Torres (Editor)
The Wiley Handbook of Vocational Education and Training
by David Guile (Editor) and Lorna Unwin (Editor)
The Wiley Handbook of Family, School, and Community Relationships in Education
by Steven B. Sheldon (Editor) and Tammy A. Turner‐Vorbeck (Editor)
The Wiley Handbook of Educational Supervision
by Sally J. Zepeda (Editor) and Judith A. Ponticell (Editor)
The Wiley International Handbook of Educational Foundations
by Alan S. Canestrari (Editor) and Bruce A. Marlowe (Editor)
The Wiley Handbook of Educational PolicyBy Rosemary Papa (Editor) and Shadow W. J. Armfield (Editor)
The Wiley Handbook of Global Workplace Learning
by Vanessa Hammler Kenon (Editor) and Sunay Vasant Palsole (Editor)
The Wiley Handbook of Action Research in Education
by Craig A. Mertler (Editor)
The Wiley International Handbook of Mentoring: Paradigms, Practices, Programs, and Possibilities
by Beverly J. Irby (Editor), Jennifer N. Boswell (Editor), Linda J. Searby (Editor), Frances Kochan (Editor), Rubén Garza (Editor), and Nahed Abdelrahman (Editor)
The Wiley Handbook of Problem‐Based Learning
by Mahnaz Moallem (Editor), Woei Hung (Editor) and Nada Dabbagh (Editor)
The Wiley Handbook of Early Childhood Care and Education
by Christopher Brown (Editor), Mary Benson McMullen (Editor) and Nancy File (Editor)
The Wiley Handbook of Teaching and Learning
by Gene E. Hall (Editor), Donna M. Gollnick (Editor) and Linda F. Quinn (Editor)
The Wiley Handbook of Violence in Education: Forms, Factors, and Preventions
by Harvey Shapiro (Editor)
The Wiley Handbook of Global Educational Reform
by Kenneth J. Saltman (Editor) and Alexander Means (Editor)
The Wiley Handbook of Ethnography of Education
by Dennis Beach (Editor), Carl Bagley(Editor) and Sofia Marques da Silva (Editor)
The Wiley International Handbook of History Teaching and Learning
by Scott Alan Metzger (Editor) and Lauren McArthur Harris (Editor)
The Wiley Handbook of Christianity and Education
by William Jeynes (Editor)
The Wiley Handbook of Diversity in Special Education
by Marie Tejero Hughes (Editor) and Elizabeth Talbott (Editor)
The Wiley International Handbook of Educational Leadership
by Duncan Waite (Editor) and Ira Bogotch (Editor)
The Wiley Handbook of Social Studies Research
by Meghan McGlinn Manfra (Editor) and Cheryl Mason Bolick (Editor)
The Wiley Handbook of School Choice
by Robert A. Fox (Editor) and Nina K. Buchanan (Editor)
The Wiley Handbook of Home Education
by Milton Gaither (Editor)
The Wiley Handbook of Cognition and Assessment: Frameworks, Methodologies, and Applications
by Andre A. Rupp (Editor) and Jacqueline P. Leighton (Editor)
The Wiley Handbook of Learning Technology
by Nick Rush
by (Editor) and Dan Surry (Editor)
The Wiley International Handbook of Service‐Learning for Social Justice
by Darren E. Lund (Editor)
Edited by
Beverly J. Irby
Jennifer N. Boswell
Linda J. Searby
Frances Kochan
Rubén Garza
Nahed Abdelrahman
This edition first published 2020
© 2020 John Wiley & Sons, Inc.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.
The right of Beverly J. Irby, Jennifer N. Boswell, Linda J. Searby, Frances Kochan, Rubén Garza, and Nahed Abdelrahman to be identified as the authors of the editorial material in this work has been asserted in accordance with law.
Registered Office
John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USA
Editorial Office
101 Station Landing, Medford, MA 02155, USA
For details of our global editorial offices, customer services, and more information about Wiley products visit us at www.wiley.com.
Wiley also publishes its books in a variety of electronic formats and by print‐on‐demand. Some content that appears in standard print versions of this book may not be available in other formats.
Limit of Liability/Disclaimer of Warranty
While the publisher and authors have used their best efforts in preparing this work, they make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives, written sales materials or promotional statements for this work. The fact that an organization, website, or product is referred to in this work as a citation and/or potential source of further information does not mean that the publisher and authors endorse the information or services the organization, website, or product may provide or recommendations it may make. This work is sold with the understanding that the publisher is not engaged in rendering professional services. The advice and strategies contained herein may not be suitable for your situation. You should consult with a specialist where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
Library of Congress Cataloging‐in‐Publication Data
Names: Irby, Beverly J., editor.
Title: The Wiley international handbook of mentoring : paradigms, practices, programs, and possibilities / edited by Beverly J. Irby, Jennifer N. Boswell, Linda J. Searby, Frances Kochan, Rubén Garza, Nahed Abdelrahman.
Other titles: Handbook of mentoring
Description: Hoboken, NJ, USA : John Wiley & Sons, Inc., [2020] | Series: Wiley handbooks in education | Includes bibliographical references and index.
Identifiers: LCCN 2019018764 (print) | LCCN 2019022111 (ebook) | ISBN 9781119142881 (hardcover)
Subjects: LCSH: Mentoring in education. | Mentoring in education–Case studies.
Classification: LCC LB1731.4 .W55 2020 (print) | LCC LB1731.4 (ebook) | DDC 371.102–dc23
LC record available at https://lccn.loc.gov/2019018764
LC ebook record available at https://lccn.loc.gov/2019022111
Cover Design: Wiley
Cover Image: © Leysan/Getty Images
The Wiley International Handbook of Mentoring: Paradigms, Practices, Programs, and Possibilities is presented as a text in which international authors offer commentaries and share interpretations on the components of mentoring in today's networked world society with varied cultural vantage points. This internationally focused Handbook serves to deepen the understanding and implementation of mentoring. Furthermore, it is our hope that the Handbook validates mentoring in any culture, (a) aids one's chances of promotion on the job or completion of a task, (b) provides socialization and assimilation into one's respective profession or new position, (c) facilitates success in maneuvering through personalities, politics, policies, and procedures, (d) gives women and/or individuals from diverse groups value‐added and equitable access to resources and information, (e) improves diversity initiatives, (f) addresses skill and knowledge gaps, (g) develops leaders, (h) increases employee commitment, participation, and retention, (i) helps build one's network, and (j) offers one different views of situation or helps one see different avenues to approach challenges.
Mentoring appears to be more important than ever before, particularly from an international perspective. We believe this is due to the interconnectedness of societies around the world via instant communications. Due to this situation, there is a need to understand other cultures better in order to impact the social good and global economic outcomes. Mentoring can aid in such understandings via the mere basis of mentoring, and that is the development of empathic relationships.
We acknowledge that mentoring is actualized in a world of uncertainty. There is uncertainty in terms of time—it seems there is less time for professional priming and succession planning; there is uncertainty in terms of resources—it seems there are shrinking budgets for professional development and advanced training; and there is uncertainty in the mental health of many youth—it seems there is a lack of sophistication or naivety in terms of building strong structures for increasing human capacity. Therefore, effective personal mentoring and mentoring programs become even more important than ever in a world of resource deprivation and uncertainty.
The Handbook provides the first collection in the area of mentoring in which the authors and editors apply theory to practice and research, programs, and recommendations from an inclusive, international perspective. Such a collection should enable readers to put theory into action, while considering cultural contexts and laying a theoretical foundation for further research internationally. This Handbook includes a panorama of introspections on mentoring from international scholars and practitioners who will contribute as a global collective with perspectives from 14 countries and 6 continents (Figure 1).
Figure 1 Countries of Perspectives of Contributing Scholars
Rather than having an introduction to sections, the reader will find that each section includes a final synthesis chapter authored by the section editor(s) that captures the essence of the lessons learned within a global mentoring context, along with research avenues recommended for further exploration. As a content analysis and synthesis of the chapters within each section, it is itself a culturally attuned research endeavor. This makes the Handbook totally unique from any other, which may make it an appropriate and essential volume for a global readership and for those teaching mentoring courses, for trainers, and for researchers and practitioners in a variety of fields such as business, education, government, politics, sciences, industry, or sports. The book also differs from other volumes, because it moves from the theoretical foundations of mentoring to mentoring programs, to best practices in mentoring, and finally to the future possibilities of mentoring. There is no other handbook volume that has this type of sequencing with an international composition. The four sequences of the book are: (a) mentoring paradigms, (b) mentoring practices, (c) mentoring programs, and (d) mentoring possibilities. Each is discussed as follows.
First, we briefly introduce paradigms and disciplines. Kuhn (1962) reintroduced a most influential concept, that of a paradigm, which he put forward as a set of practices that define a scientific discipline at any particular period of time. Certainly, there are paradigms with sets of practices in the field of mentoring which come with their own vocabulary, operational definitions, purposes, strategies, outcomes, theoretical structures, programs, methods, and standards. Kuhn includes the term, “discipline,” within the concept of paradigm.
Riggio (2013) indicated that there is not a clear answer as to what specifically defines an academic discipline. However, he did state that a discipline emerges with consensus. He stated “Consensus refers to shared agreement about: (1) a circumscribed knowledge base, (2) research methodology, (3) content and procedures for training, and (4) professional, scholarly journals and association(s)” (p. 10). Mentoring is poised as an emergent discipline as it (a) has a set of practices that define it, (b) has a defined knowledge based with at least 20 years of published knowledge within a journal that is focused only on the topic of mentoring and within similarly focused published books, (c) has published studies using quantitative and/or qualitative methods grounded in the social sciences, (d) has content and procedures for training, and (e) has professional, scholarly journals, and associations.
Within the past 35 years since Kram's (1985) book, Mentoring at Work: Developmental Relationships in Organizational Life, numerous paradigms of mentoring have emerged. We contend that from an epistemological, paradigmatic perspective, mentoring has materialized over time as a way of knowing—knowing the other and knowing oneself; knowing when to mentor, when to decline, and when to be mentored; knowing what to say and what to do in a mentoring dyad or group; knowing who to mentor; knowing who should be a mentor; knowing where to mentor; and knowing how to mentor and how often to mentor or be mentored. Just as Kuhn proposed that major epistemological changes, or paradigm shifts, take a social revolution, we propose that the paradigm of mentoring with the past three decades of research, practice, and work in the field has been pushed forward, not so much by a social revolution but by a professional movement and consensus. We believe that the mentoring paradigms presented within this Handbook will further the core knowledge on mentoring, pushing it further toward a discipline. Thus, it is an appropriate topic with which to begin the Handbook. This section on Mentoring Paradigms should lead readers to a basic understanding of mentoring from the vistas of the authors who hail originally from Canada, Egypt, Guatemala, South Korea, and the United States.
Practices, or sets of practices, are components of a paradigm and of a discipline. It is therefore appropriate to provide global examples of mentoring practices that have proven to be successful and those that are promising new innovations. A search on Google related to mentoring practices or practices of mentoring yielded over 5 million hits and in a search of large databases on the topic of mentoring practices, there were 3,383 articles, 317 text sources, 268 books, 247 reviews, and 181 conference proceedings. From a global perspective, authors from Brazil, Canada, Haiti, and the United States share practices of mentoring with the following general topics: practices related to mentoring new faculty; mentoring as a community of practice; mentoring practices among women of color; practices for mentoring protégés; collaborative practices in mentoring; cross‐cultural practices; online mentoring, practices in mentoring principals, and mentoring practices in higher education and community colleges.
Section III houses information on programs of mentoring. Herein, international authors describe mentoring programs that have had a significant impact upon the field and those that have been designed to meet the unmet needs and underserved populations. This area of practice in mentoring brings up over 22 million sites on a Google search, and in a search of large databases in the Texas A&M University libraries on the topic of mentoring programs, there were 8,764 citations. The contributors for this section hail originally from Canada, Egypt, Hong Kong‐China, India, Israel, and the United States, and they share a variety of successful international programs related to mentoring college students, faculty, peers, principals, high school students, and teachers.
Section IV, Possibilities, is comprised of authors who delve into the realm of the future by exploring groundbreaking approaches to mentoring, which could further the field and the concepts of mentoring programs and relationships. The international scholars from Australia, England, Ireland, Sweden, and the United States challenge the readers on topics of brain‐based mentoring, international social action mentoring, e‐mentoring, politics of mentoring, mentoring and racism, liminality, how to determine best practices in mentoring, judgmentoring, techniques of mentoring, and sociopolitical mentoring.
It is our hope that this Handbook provides further guidance related to mentoring. Additionally, we hope that it offers an international perspective that spurs ongoing discussion and thought‐provoking arguments for moving mentoring into a discipline of its own. Again, in order to be a discipline, mentoring already could be considered as such as we have demonstrated in this collection alone—because it (a) has a set of practices that define it, (b) has a defined knowledge based with over 20 years of published knowledge within a journal that is focused only on the topic of mentoring and within similarly focused published books, (c) has published studies using quantitative and/or qualitative methods grounded in the social sciences, (d) has content and procedures for training, and (e) has professional, scholarly journals, and associations.