Initial motives and organizational context enabling female mentors' engagement in formal mentoring – A qualitative study from the mentors' perspective

Madelene Larsson, Camilla Pettersson, Charli Eriksson and Therése Skoog

Children and Youth Services Review, 2016, vol. 71, issue C, 17-26

Abstract: Mentoring aimed at supporting young people and their development shows promising results, but its delivery is threatened by the difficulty of recruiting sufficient numbers of mentors and keeping them engaged over time. The aim of this study was to help overcome this problem by examining female mentors' motives for engaging in formal voluntary mentoring of young women, and exploring how organizations can facilitate these mentors' satisfaction in staying engaged over time. Based on qualitative interviews with 12 mentors in a Swedish non-governmental organization, the Girls Zone, we show six categories of mentor motives related to initial motivation for engagement: self-interested reasons, empowering women, being a responsible citizen, sense of compassion, self-awareness, and longing for meaningfulness. In addition, we show five categories related to the organizational work of satisfying mentors: a win-win relationship, a feeling of ambivalence despite clear responsibilities and contributions, customized support and guidance, a caring organizational identity, and a commitment to pursue with feelings of duty and emotional connection. Using self-determination theory as the framework to guide our understanding of the findings, we conclude that mentors' motivations for engaging as mentors are linked to the fulfillment of basic psychological needs for autonomy, competence, and relatedness. Practical recommendations are offered in light of the findings.

Keywords: Motives; Organizational context; Self-determination theory; Female mentors; Community-based mentoring (search for similar items in EconPapers)
Date: 2016
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Citations: View citations in EconPapers (3)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:71:y:2016:i:c:p:17-26

DOI: 10.1016/j.childyouth.2016.10.026

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