我说了算吗?从全球视角审视印度导师对权力的认识

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Anuradha Thittai Kumar, Òscar Prieto-Flores
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引用次数: 0

摘要

设计/方法/途径17 名导师(包括本科生(9 名)和研究生(8 名))参与了这项探索性定性研究。一对一半结构化访谈和焦点小组是收集数据的主要方法。在数据分析过程中,采用了经过修改的基础理论方法。在研究导师行为的过程中,发现了三种主要的角色执行风格:领导、指导和陪伴。这些风格描绘了平等性的发展轨迹,揭示了导师认知的两个主要方面:(1) 在集体主义背景下,在一个严格监控和结构稳固的项目中,导师认为他们有能力促进其二人组中的平等性;(2) 提高对不平等的认识不足以激活平等性,此外,开放的心态对于有意识地努力打破等级制度至关重要。研究局限性/意义研究结果对高等教育机构和项目创建者具有重要意义,他们可以倡导学校与大学合作,利用SBM来促进公平的项目结构,培养具有社会责任感的下一代领导者。未来的研究可以探讨大学生导师如何看待自己的社会资本。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Am I in charge? An examination of mentor perception of power from the Indian context with a global perspective

Purpose

The purpose of this study was to examine the experiences of college-age mentors in a school-based mentoring (SBM) program with the aim of understanding mentor perceptions of “power.”

Design/methodology/approach

Seventeen mentors, comprising both undergraduate (9) and graduate (8) students, participated in this exploratory qualitative study. One-on-one semi-structured interviews and Focus Groups served as the primary methods of data collection. The modified Grounded Theory approach guided the data analysis process. Mentor narratives were scrutinized within the Indian context while also considering a global perspective.

Findings

Three major role execution styles emerged from examining mentor behavior: leadership, coaching and companionship. These charted the trajectory of equitability, revealing two major aspects of mentor perception: (1) within a tightly monitored and firmly structured program in a collectivist context, mentors believed they had the power to promote equitability in their dyads and (2) raising awareness about inequity is not sufficient to activate equitability, but additionally, an open mindset is essential for making conscious efforts to disrupt hierarchy.

Research limitations/implications

The findings hold significant implications for higher education institutions and program creators in advocating school–college partnerships using SBM to promote equitable program structures and to develop a socially responsible next generation of leaders.

Originality/value

The study modestly fills critical gaps in the literature related to the understanding of power dynamics in mentoring relationships and understanding mentorship from mentors’ views. Future research could explore how college-age mentors perceive their own social capital.

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来源期刊
CiteScore
2.90
自引率
33.30%
发文量
19
期刊介绍: The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.
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