Context-Specific Effects on Reciprocity in Mentoring Relationships: Ethical Implications

Autor/inn/en	Shore, Wendelyn J.; Toyokawa, Teru; Anderson, Dana D.
Titel	Context-Specific Effects on Reciprocity in Mentoring Relationships: Ethical Implications
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 16 (2008) 1, S.17-29 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
Schlagwörter	Mentors; Developmental Stages; Ethics; Reciprocal Teaching; Apprenticeships; Undergraduate Students; Higher Education; Cultural Differences; Cultural Context; College Faculty + Suchen Sie Ihr Suchwort? Ethik; Apprenticeship; Lehre; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kultureller Unterschied; Fakultät
Abstract	Reciprocity is fundamental to effective mentoring relationships. However, we argue that it is inappropriate, and perhaps unethical, to expect comparable levels of reciprocity in all mentoring relationships. Instead, contextual factors influence optimal levels of reciprocity. Foremost is the developmental stage of the protege, with less mature, relatively inexperienced proteges generally less capable of forming and maintaining a reciprocal relationship with their mentors than are more mature, relatively experienced proteges. We discuss three examples of contextual variables that can affect appropriate levels of reciprocity--the academic research apprenticeship, gender, and culture--and argue that mentors' expectations of reciprocity necessarily must be adjusted in order to achieve ethical mentoring within these contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10