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School-based mentoring: the experiences of proteges and mentors

University of British Columbia

This study was based on the experiences of seven proteges and seven mentors in a school-based mentoring program for at-risk students. The purpose of the study was to gain insights into the experience of school-based mentoring relationships from the perspectives of proteges and mentors, the relevance of a school-based mentoring program and the program design. The data were collected through semi-structured ethnographic interviews which included the construction of a narrative account and the recalling of critical incidents (Flanagan, 1954). Interviews were audio taped and transcribed verbatim. Data analysis was based on the empirical phenomenological psychological method (Karlsson, 1993). The results obtained from the data analysis were presented in terms of common themes, reflecting the proteges' and mentors' experience of their mentoring relationships. The findings of this study led to the general conclusions that (1) schoolbased mentoring relationships can facilitate the learning of new knowledge for both proteges and mentors (2) school-based mentoring relationships can be positive experiences for both proteges and mentors and (3) school-based mentoring relationships can be mutually beneficial providing proteges with a significant adult in their lives and mentors with the opportunities to share experiences and have a positive impact on at-risk youth. In addition to these three general conclusions, the findings of this study identify several important characteristics of positive mentoring relationships from the perspectives of both mentors and proteges.

Thesis/Dissertation

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2009-03-09

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http://hdl.handle.net/2429/5779

Education

University of British Columbia

UBCV

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