Although faculty mentoring is central to graduate education, little is known about how educators in the United States manage mentoring domestic students (DS) and international students (IS) at the same time. Most studies examine these groups separately, which does not make clear how faculty make sense of mentoring across cultural and national differences within one role. This study explores how faculty navigate mentoring both IS and DS together and what strategies they use to support effective mentoring across both groups.
Using a transcendental phenomenological design, the study explored the mentoring experiences of leadership educators who work with both international and domestic graduate students. In-depth interviews were used to examine similarities, differences and the cultural factors that influence these mentoring relationships, as well as the strategies educators use to navigate them.
Faculty reported shared mentoring practices with IS and DS, including regular meetings and support for academic collaboration. However, IS faced greater challenges with writing, cultural adjustment and building rapport. Mentors adapted their strategies by providing more guidance, emphasizing trust and developing culturally responsive strategies. Differences were influenced by both cultural norms and individual traits that require student-centered approaches.
The study offers evidence-based strategies and best practices for faculty development programs, especially in multicultural institutions.
This study reconfirms established practices and builds on prior work by highlighting shared challenges. It makes a new contribution by proposing the concept of relational alignment and the ongoing negotiation of meaning and expectations between faculty and students across cultural boundaries, thus advancing mentoring research by framing it as a relational process.
