| The current study had three aims: (1) to examine how mentorship is conceptualized for older, Mexican American adolescents; (2) to generate a culturally-relevant model of mentorship; and (3) to gain an understanding of the role of mentorship in the academic achievement of these adolescents. A qualitative methodology was employed to accomplish the study goals. Specifically, 10 Mexican American college students and 12 of their mentors were interviewed in-depth. Mentees were asked to identify individuals who provided them with guidance and had more experience than them (mentors). Also, they were asked about the characteristics of the identified mentors and their relationships with these individuals, how mentors guided mentees, the areas in which mentees received guidance, and the mentors' roles in students' education. Mentors who were interviewed were asked to describe their relationships with mentees, including how they provided guidance, areas of mentees' lives in which guidance was provided, and the how they guided students in their academic experiences, if at all.; Analyses were conducted using a grounded theory approach, in which theory emerges from data (Corbin & Strauss, 1990), so that mentorship was described in participants' own words and concepts. Analyses revealed a variety of individuals who provided mentorship, but the majority included immediate and extended family members. Mentors provided guidance in a number of different areas of mentees' lives, such as school, relationships, and religion/spirituality. Mentorship took many different forms, from emotional support to informational/experiential support to modeling behavior, for example. There were different outcomes that resulted from mentorship. Data analysis revealed a process of mentorship that is distinct for this sample. Also, differences were found between the higher-achieving and lower-achieving participants in their mentorship relationships. Implications for mentorship theory and practice are discussed. |
