Being a Friend and a Mentor at the Same Time: A Pooled Case Comparison

Autor/inn/en	Young, Josephine Peyton; Alvermann, Donna; Kaste, Janine; Henderson, Susan; Many, Joyce
Titel	Being a Friend and a Mentor at the Same Time: A Pooled Case Comparison
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 12 (2004) 1, S.23-36 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
Schlagwörter	Mentors; Literacy; Collegiality; Friendship; Supervisor Supervisee Relationship; Supervisory Methods; Social Psychology; Modeling (Psychology); Comparative Analysis; Data Interpretation; Bayesian Statistics; Females + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Kollegialität; Freundschaft; Sozialpsychologie; Modeling; Modelling; Modellierung; Data evaluation; Datenauswertung; Weibliches Geschlecht
Abstract	The purpose of this study was to explore the place of friendship in mentoring relationships among two female literacy education professors and three female doctoral students enrolled at neighboring universities. The authors used West and Oldfather's (1995) pooled case comparison approach to analyze the data from two separate studies: one that was published earlier but that did not consider friendship as a possible factor in the relationship between adviser and advisee, and a second study that was not presented or published before the pooled case comparison. The data for both studies were interpreted through the lens of relational knowing (Hollingsworth "et al.", 1993), a concept that denotes knowledge that is gained through relationships, knowledge that is fluid and knowledge that is influenced by social contexts. The pooled case comparison revealed that friendships did indeed have a place within the participants' evolving mentoring relationships. Interdependency, a salient theme identified within these relationships, functioned in a way that seemed to lessen traditional mentor/mentee hierarchies. This was reflected in the mentors' and mentees' strong desires to support and learn from one another. Interdependency encouraged individual growth while simultaneously facilitating a sense of friendship, collegiality, connectedness and caring between the mentors and mentees. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10