Exploring Mentors' Perceptions of Mentees and the Mentoring Relationship in a Multicultural Service-Learning Context

Autor/inn/en	Lee, Jenny J.; Bell, Lydia F.; Shaulskiy, Stephanie Levitt
Titel	Exploring Mentors' Perceptions of Mentees and the Mentoring Relationship in a Multicultural Service-Learning Context
Quelle	In: Active Learning in Higher Education, 18 (2017) 3, S.243-256 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787417715203
Schlagwörter	Mentors; Service Learning; Interpersonal Relationship; Civics; Reflection; Personal Narratives; Undergraduate Students; Student Attitudes; Low Income; Middle School Students; Cultural Pluralism; Program Descriptions; Role Models; Statistical Analysis; Qualitative Research + Suchen Sie Ihr Suchwort? Service-Learning; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Staatsbürgerkunde; Erlebniserzählung; Schülerverhalten; Niedriglohn; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kulturpluralismus; Identifikationsfigur; Statistische Analyse; Qualitative Forschung
Abstract	This study examined undergraduate students' approaches to service learning based on their perceptions as mentors. As part of a university multicultural service-learning program, mentors met regularly with assigned mentees in low-income middle schools to promote college participation. Based on an analysis of mentors' written reflections about their mentees and the mentoring relationship, the major findings were (1) adverse approaches beyond the literature on the philanthropic and civic approaches to service and (2) corresponding patterns between these approaches and depictions of the mentees and the mentoring relationships. Overall, these findings demonstrated that civic and philanthropic approach services are not dualistic or comprehensive categories but can be expanded to further identify and improve service-learning approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01