Journal article
Mentors extending support and challenge across shared and unshared identities with minoritized students in engineering: theorizing an identity-based model of mentoring
Mentoring & tutoring, pp 1-27
12 Oct 2025
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Mentoring plays a critical role in shaping mentees' career outcomes, yet existing research offers limited understanding of how identity similarities and differences between mentors and mentees influence the nature and impact of mentoring behaviors. Drawing on a developmental perspective of mentoring and using interpretative phenomenological analysis (IPA), this study explores how minoritized engineering students and their mentors made sense of impactful mentoring experiences through awareness of intersecting identities. Findings contribute to an identity-based model of mentoring that explains how varying combinations of mentor support and challenge operate across shared-identity and cross-identity relationships. The model highlights two key paradoxes (hierarchy versus mutuality and individual versus systemic focus) that shape mentoring dynamics and outcomes. Together, these insights extend current theories of mentoring by showing how identity awareness informs developmental processes and relationship quality. We conclude by discussing implications for designing identity-conscious mentoring practices within higher education contexts.
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Details
- Title
- Mentors extending support and challenge across shared and unshared identities with minoritized students in engineering: theorizing an identity-based model of mentoring
- Creators
- Rajashi Ghosh - Columbia UniversityAlene Montogomery - Drexel University
- Publication Details
- Mentoring & tutoring, pp 1-27
- Publisher
- Taylor & Francis
- Number of pages
- 27
- Grant note
- 2421846 / Directorate for STEM Education [NSF}
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Web of Science ID
- WOS:001591102900001
- Scopus ID
- 2-s2.0-105018822762
- Other Identifier
- 991022123377204721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research