The Effect of Culture on Mentoring within Higher Education Michele “Mish” Feldman Analysis Paper: Cultural Influence of Mentoring within Higher Education
Michele “Mish” Feldman
Date: 9/10/2014
Practicum
1 The Effect of Culture on Mentoring within Higher Education Michele “Mish” Feldman Introduction
The relationship between mentorship and culture is becoming a more frequent
topic of conversation within the higher education sector. Frances Kochan, of Aubern
University, describes mentoring as “where, who, and how a mentor mentors mentees”
and includes the “place (location), space (structure), and face (relationships)” as crucial
components to the mentoring relationship (Kochan, 2013) pp. 412). Due to the heavy
influence of culture, mentorships within organizations must consider these components to
ensure the success of the mentor/mentee partnership. Culture can be described as “beliefs,
assumptions, norms, traditions and the manner in which people live” (Kochan, 2013,
pp.413). Countries of origin are demonstrated to portray a direct quintessence of how
diverse society and structures can be within different places. Culture can be experienced
through physically tangible items like food, clothing and art, or can exist metaphysically
through experience. Each individual has different experiences with different aspects of
culture, and interprets culture in her own individual fashion. Every interaction with
society and other individuals creates “outgrowth of experience with others” for the
individual (Kochan, 2013, pp. 413). These interactions are crucial within the construct of
a mentorship, allowing two individuals to dually succeed, as well as develop their own
culture together.
As globalization efforts becoming increasingly important to society, the amount
of research found linking culture and mentoring programs seems to increase. According
to Kent (2013) and Kochan (2013) there appears to be three primary themes correlated to
mentoring in education; cultural aspects of the mentoring relationship; the impact of
2 The Effect of Culture on Mentoring within Higher Education Michele “Mish” Feldman organizational structures on mentoring programs and relationships; and the manner in
which ethnicity and societal beliefs relate to the purpose and structures of mentoring.”
Each aspect of mentoring serves as a key element to the functionality of mentorships
across the globe. The study of these aspects helps researchers determine what
fundamental components lead mentors and mentees to a successful outcome and
partnership.
Culture and Mentoring Relationships
Although common belief is that mentorships are built from common
characteristics and traits shared by the mentor and mentee, the demographics of
institutions today may require a pairing to be diversified. The small numbers of women
and minorities within educational leadership roles, leave many relationships that have
possible barriers for the mentor and mentee. The lack of women and minorities cause the
mentors and mentees to pair with other individuals who may vary in terms of culture and
characteristics. Some of these variations can be seen as possible barriers. Possible barriers
in the mentor/mentee relationship could be “age, social class, race, ethnicity, gender,
religion and sexual orientation” (Kent, 2013, pp. 206). Although these perceived barriers
may exist, the key factor to a mentorship working is that both parties are willing to have a
trusting and respectful relationship together. The respectful and trusting relationship
between a cross-cultural pair is “argued to provide an opportunity which both individuals
can explore cultural differences and experience cognitive and psychological growth”
(Kent, 2013, pp. 206). Mentorships that exercise diversity are able to provide individuals
3 The Effect of Culture on Mentoring within Higher Education Michele “Mish” Feldman with the opportunity to grow into more understanding and accepting individuals that will
enter the field of education.
The topic of race was examined to find data on its effect on a mentor and
mentee’s relationship. Research by Stanley and Lincoln (2005) found that racial
differences within a mentorship provided more sensitivity and deep reflection on issues
like white privilege and departmental values. The connection of the individuals is able to
give the mentee or mentor a strong sense of connection to the issue of injustice, being
able to observe the struggle from a person who shares a close bond. Within the education
field, the acceptance levels are higher than other fields. Due to the progressive nature of
the educational environment, people are able to learn from and accept others who are
different from themselves. The need for a homogenous pairing within a mentorship is
slowly becoming less apparent, specifically within the education field.
Mentoring individuals can be constructed in a series of possibilities. The potential
constructs are the traditional cultural construct, the transitional cultural construct, and the
transformational cultural construct. Kochan (2013) explains “traditional mentoring tends
to be more successful in a cultural milieu, in which power distance and/or uncertainty
avoidance are high. At its best, it serves as a conduit for transmitting skills and abilities
and can often enhance the self-concept and mindset of the mentee (Kochan, 2013, pp.
418). Within the traditional construct of mentorship the mentor is portrayed as “holding
wisdom and knowledge.” The mentee feels that she can look up to her mentor as a role
model. In the traditional mentorship construct the mentee is able to feel that her culture is
being acknowledged and that she is learning knowledge and skills she needs to succeed in
4 The Effect of Culture on Mentoring within Higher Education Michele “Mish” Feldman her future endeavors. Although the power structure may be apparent in this relationship,
each individual is able to have mutual respect and success.
The transitional cultural construct focuses on creating a relationship where the
power is shared for the mentor and the mentee. For the transitional partnership, “the focus
is on bringing about change in the culture that exists either by adopting or adapting views
of another culture” (Kochan, 2013, pp. 418). In this relationship, although the mentor
may have the experience that the mentee could benefit from, there is an understanding of
mutual learning. The mentor recognizes that the mentee has perceptions that are worth
listening to, creating a partnership between the mentee and mentor. The importance of
this relationship lies in the idea that both members of the partnership are equal. Each
individual has strengths and educated views that can benefit one another. The transitional
construct is relationship that would benefit two individuals that are in a cross-cultural
mentorship program.
Lastly, within the transformational cultural construct there is a focus “not on the
past or on the blending of what is, but instead strives to move to the future” (Kochan,
2013, pp. 419). The transformational construct recognizes that each individual in the
mentorship is a different person. Together, they are able to create a whole new culture to
provide a safe and welcoming environment for both individuals to grow. Within these
progressive relationships, mentors seek to involve the mentee with many other
individuals and create a fluid atmosphere to instruct within.
Organizational Culture and Mentoring
5 The Effect of Culture on Mentoring within Higher Education Michele “Mish” Feldman Organizational culture within the realm of mentoring creates multiple dynamics,
deriving from the dichotomy of the organizational structure and leadership. Organizations
are founded upon physical and metaphysical fundamentals. Organizations are constructed
and exist through their policies, mission statements, goals and values, which are all
intangible aspects. Organizations’ cultures also consist of the physical setting, social
environment, and written and spoken communication. Essentially the issue that Kent
(2013) refers to is that these organizations are inconsistent. Decisions and solutions come
about by individuals who interpret policy and regulation in their own individual manner.
The system relies upon an individual that makes a decision on behalf of the organization.
Kent describes the ideal mentor relationship within an organizational structure as:
In a mentoring relationship in a group or organization, the purposes are to assure
that the beliefs of the organization and the rules, regulations and ways of
operating are maintained and duplicated. The mentor is viewed as holding
wisdom and knowledge, and the mentee is perceived of as someone who accepts
and duplicates the skills, knowledge, and belief systems being placed before him
or her (Asada, 2012).
Kent provides an example of how important consistency is within the realm of
organizational culture for a mentoring partnership. Organizations are having the issue of
individuals who make up the organization are not acting with parallelism to the values of
the organization they represent. For example, if an organization has a mission statement
focusing on diversifying their organization, yet has no goals to execute that plan, the
initiative will never be reached. Minorities will never integrate into that organization’s
community because they will never feel accepted and welcomed and the societal
6 The Effect of Culture on Mentoring within Higher Education Michele “Mish” Feldman constructs will remain homogenous. Kochan (2013) states that in order for a mentorship
to function within the mission statement of an organization seeking to diversify, the
central focus and design of the mentoring program must focus on the cultural elements
linking the mentee to the organization’s mission statement. Another precaution for
leaders who serve as mentors to take is being extra protective over their mentees from a
minority background. In many cases cross-cultural mentors must not only respect their
mentee, but also serve as an advocate for that individual. Being a minority in an
organization is a difficult transition for people to conquer and the role of the mentor is
crucial to the success of that student and the mentorship as a whole.
Aside from the struggle that minorities feel transitioning into a place where the
majority vastly exceeds how they identify, there is also the issue with institutions not
creating a place for the intended majority to feel welcome. For example, in some
Hispanic Serving Institutions (HSI)s the culture and policies do not reflect an
environment that caters to the group it was essentially built for. The consistency between
the mission and school’s paradigm was obsolete. (Kent, 2013)
Another difficulty that is created from organizational cultures is that individuality
is seen as a strength. With individuality portrayed as an attribute of a strong individual,
mentorships are not seen as a positive partnership. To society, a mentorship would serve
as a helpful tool for an individual who is “deficient.” (Kent, 2013) Society’s negative
outlook on mentorships has the potential to amplify negative attitudes and predispositions
members of society may have regarding an individual.
Another possible difficulty that a mentee can face is jealousy from her peers.
Some individuals may see the individual being mentored as being more important than
7 The Effect of Culture on Mentoring within Higher Education Michele “Mish” Feldman herself. She may become jealous that she was not given the opportunity to be mentored
by someone who is willing to advance the other peer’s future. Unfortunately, the jealousy
can become another obstacle for the student being mentored.
Within the Higher Education sector, regardless of mentorships, women and
minorities are having a difficult time emerging as leaders within the field. Although
mentorships exist, a greater effort and more research needs to be done to find ways to
improve the learning and growth opportunities for the students. The given information
concludes that organizations need to support the mentees that are involved in their
mentoring program. The organization must make an effort to ensure that the mentee is
able to succeed through the mentor provided and outside resources. “Additionally,
organizations should establish communities of practice that lead to individual, group, and
organizational learning. Organizations should also provide mentees with networking
possibilities to provide support for them and to encourage the emergence of support from
a variety of sources” (Kent, 2013, pp. 209).
Culture. Ethnicity and Societal Influences
The most important and influential factor within a mentorship derives from the
findings regarding the influence of ethnicity within culture. The connection amongst
these mentees and mentors is the link that determines how successful these individuals
will be. In each culture or country that these people are from, there are a different set
standard of values and behaviors that are acceptable.
Globally, differences in how one views oneself within the social structure are
important when considering the role of culture in mentoring. For example, eastern
8 The Effect of Culture on Mentoring within Higher Education Michele “Mish” Feldman concepts of self generally prioritize fitting in and interdependence, whereas in
western cultures, the focus is on individuality and the overall self (Fletcher, 2012)
and in the Native American community collectivism, collaboration, compassion
and courage are the primary values (Portman and Garret, 2005). There also appear
to be cognitive differences within cultures, within westerners tending to be more
analytical and East Asians tending to be more holistic (Varnum et al, 2010).
(Kent, 2013)
Kent demonstrates that people are essentially preprogrammed to behave in a particular
pattern, which reflects their origin and upbringing. Mentors and mentees from different
countries and cultures may have trouble relating, however it is still imperative that a
connection can be formed through trust. Fostering a respectful and understanding
relationship with a vast line of communication is beneficial in ensuring a relationship will
last.
Similar to how culture varies from country to country, the dynamics of a
mentorship also varies from region to region (Kent, 211). The structure of mentorships in
teaching around the world is used to examine cultural differences within society within
higher education. In Japan, new teachers are given a mentor to aid them in their success
transitioning to their new teaching role. The expectation in Japan is that these teachers
become a model replica of their mentor. However, in Australia the mentorship program
for new teachers is different. Australian new teachers are given the task of presenting
“evidence of their competency on eight professional standards” (Kent, 2013, pp. 211).
The Australian structure of mentoring new teachers allows for these teachers to be of
“high quality” and also leaves room for them to succeed as individuals. Turkey also has a
9 The Effect of Culture on Mentoring within Higher Education Michele “Mish” Feldman diverse method to inducting teachers into their school system. The system reflects the
American approach to training teachers through student-teaching. The mentor has a
student teacher who teaches the classes under the guidance of his/ mentor. Lastly, in
Singapore, new teachers become a part of a system that participates in service and
training working toward the initiative of bettering the school system. The training process
allows for new teachers to take a lead in the continuum of “forming new ways of
thinking” (Kent, 2013, pp. 211). The variation amongst mentorship and the culture
reflected within the process demonstrates how diverse people are as a result of the way
their own societies developed them. The government of each of these countries exercises
a significant impact on how these specific systems function. The example is able to
articulate the impact of cultures from each country and how organizational structures
influence mentorships.
Conclusion
As globalization continues to increase due to better technology and research, the
different methods of mentoring are being examined. Researchers are examining the effect
that mentoring has on individuals and how that relates to the culture of the individual
being observed. The culture of the mentor, mentee, organization that the mentorship is
operating within and the society is crucial to the success of the partnership. Although the
topic is newly being incorporated into research, the paradigm of mentoring is continuing
to be outlined to find successful constructs allowing for individuals to succeed within the
education field.
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