Mentoring relationships are inherently hierarchical in nature and are therefore also shaped by power dynamics. Overview The mentor will often sit with more experience, knowledge, and authority in the educational institution, as well as have the power to structure and shape the mentoring conversations. By becoming aware of their power and privileges, the mentor can allow space for the mentee to share decision-making about the content and the journey of the mentee’s development. Doing so can create a positive space where knowledge and development is co-created with both mentor and mentee learning and developing. Theoretical perspectives As discussed in e.g., Hansman (2002), the mentoring relationship has historically been characterised by largely white males mentoring white males (e.g., Levinson et al 1978; Roche, 1979). This means that concepts such as gender, race, ethnicity, class, ability and sexual orientations were not seen as significant and were, therefore, not seen as to affect the interaction between mentor and mentee (Hansman, 2002). However, more modern perspectives of mentoring clearly see the need to engage with the imbalances in power that different identities can experience in a mentoring relationship (e.g., Cobb-Roberts et al, 2017). When mentoring, it is therefore essential to recognise the power structures inherent in the relationship so that the mentor can take active steps in mitigating the imbalances and create a space for co-creation of knowledge (e.g. Palincsar, 1998; Auguste et al, 2022). The mentoring relationship is fundamentally hierarchical in nature and this power structure is further magnified in cross-cultural mentorship, where the mentor also sits with cultural knowledge and experiences the mentee is less likely to have (e.g. Johnson-Bailey & Cervero, 2004). Power also exists in many ways such as the direct power to make formal decisions about others, but also in the ability to set the agenda which dictate the types of conversations that are being had (WUR, 2012; Garvey et al., 2021). It is essential to notice that while the mentor may not make decisions explicitly on behalf of their mentee, if the mentor continually determines the content of the sessions, the mentor is using their power to determine what aspects of the mentees experience is deemed important and worth spending both of their time on. Therefore, sharing the space, so that the mentee has a voice in what aspects of their experience and challenges they want to work with can provide a more equal relationship, where both mentor and mentee benefits and learn from each other (e.g. Johnson-Bailey & Cervero, 2004). While power can be held through the formal positions the mentor have, there are more ways as highlighted on the Mentoring Complete website (2019), for instance : Expertise based on experience, knowledge, and skills; position within the academy/institution; access to resources and information; the ability to affirm and challenge the mentee’s self-image or confidence or the opposite; cultural knowledge; knowledge about the ways things work. Furthermore, the mentor holds power through their own identity such as their gender, race, culture, and position. If the mentor spend time figuring out what privileges is afforded to them through their identity, it will be easier for the mentor to acknowledge power imbalances and to make the mentoring relationship more equal by being willing to share their power, such as allowing the mentee an equal voice in setting the agenda, and being willing to accept that the mentee possess knowledge and experiences that the mentor can learn from, effectively placing the mentee as the expert in the relationship, as they know more about their learning needs than the mentor. References Auguste, M., Jolimeau, H.B., Lauture, C. & Winchell, M. (2022). Black students have the last word: How white faculty can sustain black lives in the university. In Mentoring while white: culturally responsive practices for sustaining the lives of black college students. Edited by Butler, Bettie Ray, et al. Lexington books. Cobb-Roberts, D., Esnard, T., Unterreiner, A., Agosto, V., Karanxha, Z., Beck, M., & Wu, K. (2017). Race, gender and mentoring in Higher Education. SAGE Publications Ltd Juanita Johnson‐Bailey Associate Professor & Ronald M. Cervero (2004). Mentoring in black and white: the intricacies of cross‐cultural mentoring. Mentoring & Tutoring: Partnership in Learning, 12(1), 7-21 Levinson, D. J. (with Darrow, C. N., Klein, E. B., Levinson, M. H., & McKee, B.) (1978). The seasons of a man’s life. New York: Knopf. Mentoring Complete (n.d.). Power in mentoring relationships. https://www.get.mentoringcomplete.com/blog/power-in-mentoring-relationships Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345- 375. Roche, G. R. (1979). Much ado about mentors. Harvard Business Review, 57, 14–28. Wageningen University & Research (WUR). (2012) Multi-Stakeholder Partnerships: Forms of power. URL: http://www.mspguide.org/tool/forms-power Context for mentoring African International Students Given the nature of the Mastercard Foundation Scholarship programme, the mentees come from underrepresented minorities, are likely to be students of colour, and to have little to no experience with the culture of the institution. The educational experience of the students is also likely to have been hierarchical with the knowledge being held by the teachers and given to students for memorisation. The collaborative nature of a developmental mentoring relationship is therefore going to be a new experience for most mentees where they are likely going to be unsure about the dynamics and norms in the relationship. This gives the mentor a lot of power over the type of relationship and conversations that are going to take place in the mentoring sessions. It is essential that mentors are aware of this, so that from day one they can support their mentees in making a space for co-creation of learning where the student’s experience and learning are at the focus and valued. This may take trial and error, but being open and transparent with the students can help this process. Practical suggestions The first piece of advice is to acknowledge and recognise the power dynamics inherent in the mentoring relationship and to be aware of your privilege and any advantages you have over your mentee. Negotiating power in the relationship is an ongoing process that will take work from both you and your mentee. Practically you can: Encourage your mentee’s autonomy. Have your mentee take ownership over their own learning – this means that while you can provide advice and perspectives, encourage your mentee to make their own choices and strategies that work for them. Share power and decision-making. Involve your mentee in decisions about their learning and development. You can bring suggested topics for development if they do not have something specific they want to work on; however, let them make the final choice about what would be most helpful to them. Be transparent and honest. Be willing to acknowledge and discuss openly the power dynamics of the relationship. This means being open to feedback and potential criticism and having the willingness to make changes as appropriate. Foster a culture of inclusivity and equity. Be aware of the diversity and uniqueness of experiences that the mentee has and be respectful, welcoming and supportive of their growth and perspectives. Challenge your own assumptions and biases (See ‘Becoming aware of personal biases’). Be willing to reflect and challenge your own perspectives and biases. Working hard to identify your own biases and practising your cultural awareness can make the relationship more equal and welcoming. Practise radical and active listening (see ‘Active listening and radical listening’). Give your mentee the space they deserve and listen actively and with the intention to fully understand their perspectives, experiences, and assumptions behind their words. Useful links For two great chapters on power in mentoring relationships, see: Hansman, C. A. (2002). Diversity and power in mentoring relationships. Critical perspectives on mentoring: Trends and issues, 39-48. Chapter 7: Power in coaching and mentoring in Garvey, B., Garvey, R., & Stokes, P. (2021). Coaching and mentoring: Theory and practice. Sage. Power in coaching and mentoring This article was published on 2024-06-24
