Chapter 4: Mentoring Acrosscultures: Relationships That Inspire Professional Growth

Growing evidence indicates that trusting relationships between mentors and teachers are crucial for effective mentoring. In diverse communities, where the mentor’s culture is distinctly different from that of the teachers, it is more difficult to form trusting relationships because of different cultural norms, values, and beliefs (Johnson-Baily & Cerveno, 2002). The challenges of cross-cultural mentoring create a fertile ground for mutual growth.

This study focuses on cultural considerations of mentoring teachers in diverse school settings. We examine the influence of differences in norms, culture, and religion on mentoring relationships within the context of a mentoring program in Orthodox Jewish day schools.

The first years of teaching are critical in determining the professional development of novice teachers (Andrews, Gilbert, & Martin, 2007; Ingersoll & Strong, 2011; Kilburg, 2006). Teachers who enter the profession full of enthusiasm and high expectations often find themselves overwhelmed. They are frustrated by complex demands such as responsibility for raising students’ test scores, developing effective classroom management, and being responsive to the variety of needs of their students (Abbott-Chapman, 2005; Byrnes & Kiger, 1996; McCann & Johannessen, 2004; McCormack, Gore, & Thomas, 2006). Consequently, many novice teachers feel stressed, unprepared, isolated and unsupported as they address these challenges (Andrews et al., 2007; Brown, 2003; Goddard & O’Brien, 2004; Howard & Johnson, 2004; Howe, 2006; Johnson, 2004; Marable & Raimondi, 2007; Robertson, 2006) and feel as if they are riding on a roller coaster that is out-of-control (Ryan, 1992).

It is no wonder that high attrition rates among early career teachers are so pervasive (Goddard & O’Brien, 2004; Johnson, 2004; Killeavy, 2006; Marable & Raimondi, 2007). Nearly one third of all beginning teachers leave the profession within the first 3 years and approximately 50% of the teachers leave the field by the end of the fifth year (Ingersoll & Smith, 2004; National Center for Educational Statistics, 2001; Smethem, 2007). This high level of novice turnover presents a severe challenge for the educational system. It affects the stability and continuity of a school’s culture and may lead to an increased financial burden on the school district (Boyd et al. 2011; Darling-Hammond, 2003; Fulton, Lee, & Yoon, 2005). The early departure of beginning teachers also impacts instructional cohesion and is disadvantageous for students as they “are forced to adapt to a passing parade of teachers, severing the emotional bonds formed with some of the most important adults in their daily life” (Fulton et al., 2005, p. 9).

While school systems focus on loss of beginning teachers and research on mentoring (Doan & Peters, 2009), there is evidence that a risk of attrition persists among veteran teachers (Hancock, 2008). A study conducted by the United States Department of Education indicates that a growing number of experienced and valuable teachers are leaving the profession (Ingersoll & Smith, 2003). Experienced teachers feel frustrated as their needs are often ignored (Kirkpatrick, 2007). Feeling isolated, frustrated and self-questioning they tend to disengage, withdraw, and finally abandon the profession (Steffy & Wolfe, 2001). Some explain that this occurs because few professional development opportunities are provided for experienced teachers. Professional development and especially mentoring programs are mostly geared to beginning teachers and from the perspective of mid or advanced career teachers are often perceived as insufficient and inappropriate (Charner- Laird, 2007). Eros (2011) affirmed this point in stating:

Years of teaching experience does not indicate that a teacher no longer requires professional development. Because they no longer face the immedi-ate problems of classroom management or organizational difficulties, it is easy for administrators to allow second-stage teachers to “slip beneath the radar.” (p. 68)

Mentoring for Retention

Responding to these factors, educational leaders have recognized beginning teachers’ need for high quality support and guidance during the crucial, first years of teaching (Jones & Pauley, 2003; Portner, 2008; Robertson, 2006). Previous studies concluded that mentoring constitutes the primary method of providing support for new teachers during induction to the profession (Barrera, Braley, & Slate, 2010; Fideler & Haselkorn, 1999; Ingersoll & Smith, 2004; Portner, 2008; Smith & Ingersoll, 2004; Stanulis & Floden, 2009). Mentoring occurs when a more experienced professional (i.e., the mentor) provides support, guidance, advice, and encouragement to a less experienced teacher (i.e., the mentee) for a designated time with the purpose of facilitating instructional improvement (Barrera et al., 2010; Bower, 2005; Hudson & Hudson, 2010; Hudson & Skamp, 2002; Portner, 2008).

Professional development, and especially mentoring programs, are mostly geared to beginning teachers and from the perspective of mid or advanced career teachers are often perceived as insufficient and inappropriate (Charner-Laird, 2007). Eros (2011) affirmed this point in stating:

Years of teaching experience does not indicate that a teacher no longer requires professional development. Because they no longer face the immediate problems of classroom management or organizational difficulties, it is easy for administrators to allow second-stage teachers to “slip beneath the radar.” (p. 68)

Mentoring in Context

An advantage of effective mentoring is that it fosters sensitivity and creates strong connections to the needs of particular settings, schools, and the teachers who are mentored. Darling-Hammond and Baratz-Snowden (2007) assert that teacher growth, work satisfaction, and motivation are maximized and revived when they are mentored in ways that respond to their particular situational and developmental needs. The authors explain that the goals of mentoring and the process by which it is delivered should be “tailored” in a way that reflects distinct needs of both the novice and experienced teacher.

Developing a “tailored” mentoring program also means understanding the context in which the mentor and mentee practice the nuanced role of culture within that setting. Research highlights the role that cultural values, norms, and assumptions play in the quality of a mentoring relationship (Clutterbuck & Lane, 2004; Dominguez & Hager, 2013; Gokturk & Arslan, 2010; Kent, Kochan, & Green, 2013). Cross-cultural mentoring requires consideration of the larger cultural context including possible areas of unfamiliarity or divergent world views. In diverse communities, where the mentor’s culture is distinctly different from that of the teachers, some feel that it may be more difficult to form a trusting relationship because of different cultural norms, values, and beliefs (Johnson-Baily & Cervero, 2002).

Cross-cultural mentoring may encourage both the mentor and the men-tee to bring forth new meanings as they work together to achieve common educational goals. This collaboration may serve to open “minds and hearts” so that deeper growth is gained “beyond the boundaries of what is acceptable” and help to “create (a) new vision” (hooks, 1994, p. 6).

Growing evidence (i.e., Levin & Rock, 2003; Yendol-Hoppey & Fichtman, 2007) indicates that trusting relationships between mentors and teachers are crucial for effective mentoring. In diverse communities, where the mentor’s culture is distinctly different from that of the teachers, it may be more difficult to form a trusting relationship because of different cultural norms, values, and beliefs (Johnson-Bailey & Cerveno, 2002).

Purpose and Significance of the Study

The purpose of this study is to explore how cross-cultural considerations impact the mentoring of novice and experienced teachers. As school populations increasingly reflect America’s growing diversity, it is necessary for school communities to be mindful of cultural differences among school personnel including mentors and teachers. Recognizing issues related to cross-cultural relationships is vital in promoting effective mentoring practices. Being cognizant and responsive to the cultural background of teach-ers, students, and the school community are necessary to ensure that a mentoring program will be meaningful.

Current research on cross-cultural mentoring is typically focused on gender and ethnicity (Kent et al., 2013). Little attention has been paid to the role cultural sensitivity plays in mentoring teachers in diverse educational and community settings. The knowledge gained from this study can benefit schools as they design or revise mentoring programs and other support systems for both novice and experienced teachers.

Our research was guided by the following questions:

1. How do mentors build trusting relationships with novice and experienced teachers within cross-cultural contexts?

2. How do mentors and teachers negotiate cultural differences in order to achieve common educational goals?

3. What mentoring considerations should be given toparticular cultural circumstances of the overall schoolenvironment?

This chapter is divided into four parts: (a) Theoretical framework; (b) Meth-odology; (c) Data analysis; and (d) Findings, implications, and insights.