TY - JOUR
T1 - Reconceptualizing Mentorship for the 21st Century: A Systematic Mapping of Research in School Psychology
AU - Grapin, Sally L.
AU - Collier-Meek, Melissa A.
AU - January, Stacy-Ann A.
AU - Yang, Chunyan
AU - Portillo, Nora L.
PY - 2021/1/1
Y1 - 2021/1/1
N2 - Given school psychology’s longstanding workforce shortages, mentorship may be an invaluable mechanism for supporting current and future school psychologists. To advance the literature in this area, we conducted a systematic review of mentoring research in school psychology. Through a comprehensive search of peer-reviewed scholarship, we identified 16 empirical studies published between 1988 and 2020 that directly examined mentoring. We then performed a qualitative thematic synthesis of their findings. Results indicated several benefits of mentoring, including support for mentees’ career planning and psychosocial well-being. All studies were cross-sectional, and the majority did not consider the intersection of race and ethnicity with mentoring experiences; however, several described barriers to mentoring for individuals with racial, ethnic, sex, and gender minoritized identities. Findings indicate a need for more methodologically diverse research that centers the voices of mentors and protégés from traditionally marginalized backgrounds. Implications for reconceptualizing mentoring research and practice are discussed.
AB - Given school psychology’s longstanding workforce shortages, mentorship may be an invaluable mechanism for supporting current and future school psychologists. To advance the literature in this area, we conducted a systematic review of mentoring research in school psychology. Through a comprehensive search of peer-reviewed scholarship, we identified 16 empirical studies published between 1988 and 2020 that directly examined mentoring. We then performed a qualitative thematic synthesis of their findings. Results indicated several benefits of mentoring, including support for mentees’ career planning and psychosocial well-being. All studies were cross-sectional, and the majority did not consider the intersection of race and ethnicity with mentoring experiences; however, several described barriers to mentoring for individuals with racial, ethnic, sex, and gender minoritized identities. Findings indicate a need for more methodologically diverse research that centers the voices of mentors and protégés from traditionally marginalized backgrounds. Implications for reconceptualizing mentoring research and practice are discussed.
KW - Diversity
KW - professional issues in school psychology
KW - training in school
UR - https://digitalcommons.usf.edu/esf_facpub/257
UR - https://doi.org/10.1080/2372966X.2021.1910861
U2 - 10.1080/2372966X.2021.1910861
DO - 10.1080/2372966X.2021.1910861
M3 - Article
VL - 53
JO - School Psychology Review
JF - School Psychology Review
ER -