Reconceptualizing Mentorship for the 21st Century: A Systematic Mapping of Research in School Psychology

Autor/inn/en	Grapin, Sally L.; Collier-Meek, Melissa A.; January, Stacy-Ann A.; Yang, Chunyan; Portillo, Nora L.
Titel	Reconceptualizing Mentorship for the 21st Century: A Systematic Mapping of Research in School Psychology
Quelle	In: School Psychology Review, 52 (2023) 2, S.224-242 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grapin, Sally L.) ORCID (Collier-Meek, Melissa A.) ORCID (January, Stacy-Ann A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1910861
Schlagwörter	School Psychology; Mentors; Counselor Training; Diversity; Race; Ethnicity; Intersectionality; Research Design; Sex; Career Exploration; Decision Making; Productivity; Socialization; Networks + Suchen Sie Ihr Suchwort? Schulpsychologie; Rasse; Abstammung; Ethnizität; Forschungsdesign; Geschlecht; Geschlechtsverkehr; Berufserkundung; Decision-making; Entscheidungsfindung; Produktivität; Socialisation; Sozialisation
Abstract	Given school psychology's longstanding workforce shortages, mentorship may be an invaluable mechanism for supporting current and future school psychologists. To advance the literature in this area, we conducted a systematic review of mentoring research in school psychology. Through a comprehensive search of peer-reviewed scholarship, we identified 16 empirical studies published between 1988 and 2020 that directly examined mentoring. We then performed a qualitative thematic synthesis of their findings. Results indicated several benefits of mentoring, including support for mentees' career planning and psychosocial well-being. All studies were cross-sectional, and the majority did not consider the intersection of race and ethnicity with mentoring experiences; however, several described barriers to mentoring for individuals with racial, ethnic, sex, and gender minoritized identities. Findings indicate a need for more methodologically diverse research that centers the voices of mentors and protégés from traditionally marginalized backgrounds. Implications for reconceptualizing mentoring research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01