A Grounded Theory of Experiencing and Perceiving Youth Mentoring as a Process of "Mixed Emotions"

DOI zum Zitieren der Version auf EPub Bayreuth: https://doi.org/10.15495/EPub_UBT_00008252
URN to cite this document: urn:nbn:de:bvb:703-epub-8252-2

Title data

Wincierz, Mary Mulenga:
A Grounded Theory of Experiencing and Perceiving Youth Mentoring as a Process of "Mixed Emotions".
In: New Trends in Qualitative Research. Vol. 20 (3 December 2024) Issue 4 .
ISSN 2184-7770
DOI der Verlagsversion: https://doi.org/10.36367/ntqr.20.4.2024.e992

	Format: PDF Name: ID992 MM Wincierz.pdf Version: Published Version Available under License Creative Commons BY-NC-ND 4.0: Attribution, Noncommercial, No Derivative Works
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Abstract

Many youths from disadvantaged backgrounds globally lack positive role models and meaningful relationships with supportive adults within their families and communities. Youths’ involvement in relationships with caring adults, such as mentors, promotes their well-being. However, little is known about youth mentoring relationships in some parts of the world, particularly Zambia. This constructivist grounded theory study aimed to develop a substantive theory that explains the experiences and perceptions of mentors and mentees in Zambia. The sample included mentors and mentees who had been in relationships for at least one year. Semi-structured interviews were conducted with five mentors aged 31 to 68 and four mentees aged 18 to 20. The inductive, iterative and constant comparative method guided the coding, memoing, and theoretical sampling processes and led to the co-construction of four categories. This paper focuses on one category: “Experiencing and perceiving mentorship as a process of ‘mixed feelings’”. Mentees felt mentoring supported their emotional and psychological well-being, which enhanced their resilience and was perceived as a way of surviving. Mentors expressed that mentoring enabled them to support youths beyond their professional roles and enhanced their self-awareness, knowledge and reputation, which increased their self-worth and confidence and the desire to continue changing youths´ lives. Challenges included meeting time issues, ineffective communication, and confusion in differentiating between the mentor´s professional and mentoring roles, which caused difficulty in mentor-mentee interactions. They felt overwhelmed by their mentees´ difficult circumstances and worked with limited resources. They also felt unrecognised and unsupported. Findings suggest priority issues and potential logical solutions, such as preliminary and ongoing mentor training, recognising and supporting youth mentoring, and providing essential primary resources to disadvantaged youths in Zambia to enable effective mentoring.

Further data

Item Type:	Article in a journal
Keywords:	Mentoring; Disadvantaged youth; Youth-adult relationships; Grounded theory; Zambia
Subject classification:	Social Sciences
DDC Subjects:	300 Social sciences > 370 Education
Institutions of the University:	Faculties Faculties > Faculty of Cultural Studies > Chair General Education Science Faculties > Faculty of Cultural Studies > Chair General Education Science > Chair General Education Science- Univ.-Prof. Dr. Iris Clemens Faculties > Faculty of Cultural Studies
Language:	English
Originates at UBT:	Yes
URN:	urn:nbn:de:bvb:703-epub-8252-2
Date Deposited:	27 Feb 2025 09:24
Last Modified:	27 Feb 2025 09:24
URI:	https://epub.uni-bayreuth.de/id/eprint/8252

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