| Autor: |
Lucas, Katharina Fachin |
| Předmět: |
|
| Zdroj: |
Mentoring & Tutoring: Partnership in Learning; Apr2001, Vol. 9 Issue 1, p23-47, 25p |
| Abstrakt: |
Using a case study involving ten female sixth graders and ten female undergraduates meeting at three different schools for an after-school mentoring program, the author shares her interpretation of mentoring roles as socially constructed by individuals. Seven major dynamics involved in the relationship-building process are discussed: that each pair is a unique combination of particular individuals; that the ambivalence of one person can constrain the kind of role the partner can successfully take on; that learning how to develop a relationship into mentoring is a process in itself; that the setting impacts the development of relationships; that shared activity both sets boundaries on roles and expands them; that gift-giving can expand roles through deepening affection; and that deeper trust can reveal differences between the individuals and lead to discomfort instead of closeness. The author concludes by arguing that the roles of 'mentor' and 'mentee' are not pre-defined, but expand, contract, and are maintained through interpersonal interaction and individual perception. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
