Critical Concepts of Mentoring in an Urban Context

Bibliographic Data

ID12794591
AuthorsDiane Yendol-Hoppey (0000-0002-5409-4271), Diane Yendol‐Hoppey (corresponding author), Jennifer Jacobs (0000-0002-2300-4771), Nancy Fichtman Dana (0000-0001-7859-939X)
Year2009
Volume5
Issue1
Pages25-44
Publication date2009-03-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueThe New Educator (JOURNAL)
Journal identifiersISSN: 1549-9243 • E-ISSN: 1549-9243
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/1547688x.2009.10399562
OpenAlexW2163367804
LanguageEN
Citations received2
References cited17

Given the increasing challenges faced by high-poverty urban schools, mentoring has become the panacea for policy makers interested in a quick-fix solution to the teacher quality dilemma. As a result, mentoring programs have experienced exponential growth with little empirical attention during the last decade. This 16-month qualitative investigation within a large city in the northeastern United States, sought to better understand the work of mentors in high-poverty urban schools. Analysis of the data collected led to the identification of three assertions that highlight the interplay that occurs in the urban teacher mentoring context between four critical concepts: novice teacher survival, novice teacher success, onus of responsibility, and a social justice stance. Implications are discussed related to the need for adequate resources, placement, and preparation of mentors in high-poverty schools. Additionally, the study also asserts the role that a passion for or a disposition toward social justice plays in the success and survival of both mentors and novice teachers in urban contexts

Context (archaeology · Dilemma · Geography · Panacea (medicine · Pedagogy · Political science · Poverty · Public relations · Sociology · Collaborative Teaching and Inclusion · Diverse Education Studies and Reforms · Psychology · Teacher Education and Leadership Studies