A GROUNDED THEORY OF EXPERIENCING AND PERCEIVING YOUTH MENTORING AS A PROCESS OF “MIXED EMOTIONS”
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
https://orcid.org/0009-0003-4688-5967
Abstract
Many youths from disadvantaged backgrounds globally lack positive role models and meaningful relationships with supportive adults within their families and communities. Youths’ involvement in relationships with caring adults, such as mentors, promotes their well-being. However, little is known about youth mentoring relationships in some parts of the world, particularly Zambia. This constructivist grounded theory study aimed to develop a substantive theory that explains the experiences and perceptions of mentors and mentees in Zambia. The sample included mentors and mentees who had been in relationships for at least one year. Semi-structured interviews were conducted with five mentors aged 31 to 68 and four mentees aged 18 to 20. The inductive, iterative and constant comparative method guided the coding, memoing, and theoretical sampling processes and led to the co-construction of four categories. This paper focuses on one category: “Experiencing and perceiving mentorship as a process of ‘mixed feelings’”. Mentees felt mentoring supported their emotional and psychological well-being, which enhanced their resilience and was perceived as a way of surviving. Mentors expressed that mentoring enabled them to support youths beyond their professional roles and enhanced their self-awareness, knowledge and reputation, which increased their self-worth and confidence and the desire to continue changing youths´ lives. Challenges included meeting time issues, ineffective communication, and confusion in differentiating between the mentor´s professional and mentoring roles, which caused difficulty in mentor-mentee interactions. They felt overwhelmed by their mentees´ difficult circumstances and worked with limited resources. They also felt unrecognised and unsupported. Findings suggest priority issues and potential logical solutions, such as preliminary and ongoing mentor training, recognising and supporting youth mentoring, and providing essential primary resources to disadvantaged youths in Zambia to enable effective mentoring.
##plugins.themes.bootstrap3.article.details##
How to Cite
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
openAccess
Babbie, E. & Mouton, J. (2001). The practice of social research (South African ed.). South Africa Oxford University Press.
Basualdo-Delmonico. A. (2013). The Invisible hand in youth mentoring: Parent, mentor and agency perspective on parental role [Doctoral Dissertation, Boston University]. Boston University Libraries OpenBU. https://hdl.handle.net/2144/13137
Bergh, D. D., Boyd, B. K., Byron, K., Gove, S., & Ketchen, D. J. (2022). What constitutes a methodological contribution? Journal of Management, 48(7), 1835–1848. https://doi.org/10.1177/01492063221088235
Blake-Beard, S., Shapiro, M., & Ingols, C. (2021). A model for strengthening mentors: frames and practices. International Journal of Environmental Research and Public Health, 18(12), 6465. https://doi.org/10.3390/ijerph18126465
Blumer, H. (1954). "What is Wrong with Social Theory." American Sociological Review, 18, 3–10. https://doi.org/https://brocku.ca/MeadProject/Blumer/Blumer_1954.html
Boyd, M. A., Fwoloshi, S., Minchella, P. A., Simpungwe, J., Siansalama, T., Barradas, D. T., Shah, M., Mulenga, L., & Agolory, S. (2022). A national HIV clinical mentorship program: Enabling Zambia to accelerate control of the HIV epidemic. PLOS Global Public Health, 2(2), e0000074. https://doi.org/10.1371/journal.pgph.0000074
Böhm, A. (2004). Theoretical coding: Text analysis in grounded theory. In U. Flick, E. Kardorff & I. Steinke (Eds.) A companion to qualitative research (pp. 270–275). SAGE Publications.
Chama, S.B. (2008). Program approach for child-headed households in Zambia [Doctoral Dissertation, Virginia Commonwealth University]. VCU University Archives. https://doi.org/10.25772/ffs5-dt05
Charmaz, K. (2006). Constructing grounded theory. SAGE Publications.
Charmaz, K. (2008). Constructionism and the Grounded Theory Method. In J. A. Holstein, & J. F. Gubrium (Eds.), Handbook of Constructionist Research (pp. 397–412). Guilford Press.
Charmaz, K. (2014). Constructing grounded theory (2nd ed.). SAGE Publications
Charmaz, K. (2019). “With constructivist grounded theory you can’t Hide”: Social justice research and critical inquiry in the public sphere. Qualitative Inquiry, 26(2), 165–176. https://doi.org/10.1177/1077800419879081
Cicurel, I. (2022, May 18-May 20). Mentoring is intergenerational solidarity [Virtual keynote address]. European Mentoring Summit 2022: Linking Formal and Informal Mentoring in a Holistic Approach, Leeuwarden, Netherlands. https://mentoringsummit.eu/onlineems2022/
Cope, D. G. (2014). Methods and Meanings: Credibility and Trustworthiness of Qualitative Research. Oncology Nursing Forum, 41(1), 89–90. https://doi.org/10.1188/14.ONF.89-91
Ddiba, D.I.W. (2013, March 27). Mentorship: A missing link in education in Sub-Saharan Africa? [Paper Presentation]. 7th Education Without Borders International Students’ Conference, Dubai, U.A.E. https://www.academia.edu/4580874/Mentorship_A_missing_link_in_higher_education_in_Sub_Saharan_Africa
Derrer-Merk, E. & Mulenga Wincierz, M. (2024). Iterative Process of Constructivist Grounded Theory. In M. Mulenga Wincierz (Presenter), Experiences and perceptions of mentors and mentees in youth mentoring relationships in Zambia. A constructivist grounded theory study [Conference PowerPoint presentation]. 8th World Conference on Qualitative Research (WCQR) 2024, Johannesburg, South Africa.
DeWit, D. J., DuBois, D., Erdem, G., Larose, S., & Lipman, E. L. (2016). The role of Program-Supported Mentoring Relationships in promoting youth mental health, behavioral and developmental outcomes. Prevention Science, 17(5), 646–657. https://doi.org/10.1007/s11121-016-0663-2
DuBois, D. L., & Karcher, M. J. (2013). Youth Mentoring: Progress and Prospects for the 21st Century. In D. L. DuBois & M. J. Karcher (Eds.), Handbook of Youth Mentoring (2nd ed., pp. 525–534). SAGE Publications. DOI: https://doi.org/10.4135/9781412996907.n36
Glaser, B. G., & Strauss, A. (1967). The discovery of grounded theory: strategies for qualitative research. Sociology Press.
GRZ/UNICEF Zambia. (2023, April). Evidence Synthesis on Adolescent Health and HIV in Zambia. https://www.unicef.org/zambia/reports/evidence-synthesis-adolescents-health-and-hiv-zambia
Holmes, A. G. D. (2020). Researcher Positionality - A Consideration of Its Influence and Place in Qualitative Research - A New Researcher Guide. International Journal of Education, 8(4), 1–10. https://files.eric.ed.gov/fulltext/EJ1268044.pdf
Hurd, N. M., & Zimmerman, M. A. (2013). An Analysis of Natural Mentoring Relationship Profiles and Associations with Mentees’ Mental Health: Considering Links via Support from Important Others. American Journal of Community Psychology, 53(1–2), 25–36. https://doi.org/10.1007/s10464-013-9598-y
Jörns-Presentati, A., Napp, A., Dessauvagie, A. S., Stein, D. J., Jonker, D., Breet, E., Charles, W., Swart, R. L., Lahti, M., Suliman, S., Jansen, R., Van Den Heuvel, L. L., Seedat, S., & Groen, G. (2021). The prevalence of mental health problems in sub-Saharan adolescents: A systematic review. PLoS ONE, 16(5), e0251689. https://doi.org/10.1371/journal.pone.0251689
Kadzomba, S. (2015). An evaluation of the impact of a mentoring programme in two Soweto-based schools [Master´s thesis, University of South Africa]. Unisa ETD [12686]. http://uir.unisa.ac.za/handle/10500/20137
Lakind, D., Atkins, M., & Eddy, J. M. (2015). Youth mentoring relationships in context: Mentor perceptions of youth, environment, and the mentor role. Children and Youth Services Review, 53, 52–60. https://doi.org/10.1016/j.childyouth.2015.03.007
Lyman, A. (2016, May 31). Why mentoring others has helped me. HuffPost. https://www.huffpost.com/entry/why-mentoring-others-has_b_10214756
MacCallum, J., Beltman, S., Coffey, A., & Cooper, T. (2017). Taking care of youth mentoring relationships: red flags, repair, and respectful resolution. Mentoring & Tutoring Partnership in Learning, 25(3), 250–271. https://doi.org/10.1080/13611267.2017.1364799
Merrill, K. G., Frimpong, C., Burke, V. M., Abrams, E. A., Miti, S., Mwansa, J. K., & Denison, J. A. (2023). “Project YES! has given me a task to reach undetectable”: Qualitative findings from a peer mentoring program for youth living with HIV in Zambia. PLOS ONE, 18(10), Article e0292719. https://doi.org/10.1371/journal.pone.0292719
Morse, J. M. (2007). Sampling in grounded theory. In A. Bryant & K. Charmaz (Eds.), The SAGE Handbook of grounded theory (pp. 229–244). SAGE Publications
Mubanga, B., Fwoloshi, S., Lwatula, L., Siamwanza, N., Zyambo, K., Sichinga, H., Tappis, H., Mulenga, L. B., Moonga, A., Ziko, L., Simushi, F., Massamba, H. M., Hapunda, G., Sichimba, F., Mtonga, H., & Kalubula, M. (2023). Effects of the ECHO tele-mentoring program on HIV/TB service delivery in health facilities in Zambia: a mixed-methods, retrospective program evaluation. Human Resources for Health, 21(1). https://doi.org/10.1186/s12960-023-00806-8
Mulenga, A. (2018). Challenges Faced by Pupils from Child-Headed Households: A Study on Selected Public Schools in Kabwe Urban District. [Master´s Thesis, University of Zambia and Zimbabwe Open University. UNZA Repository https://dspace.unza.zm/server/api/core/bitstreams/7f10d852-8dcc-4493-8316-3e01028bdadb/content
Murray, S. M., Bolton, P., Kane, J., Lakin, D. P., Skavenski Wyk, S., Paul, R., & Murray, L. (2020). Measuring symptoms of psychopathology in Zambian orphans and vulnerable children: Scale validation and psychometric evaluation. Assessment, 27(6), 1335–1348. DOI: 10.1177/1073191118780455
Mutale, W. (2014). Evaluation of a Complex Health Intervention in Zambia: The case of the Better Health Outcome through Mentorship and Assessment (BHOMA) Applying system wide approaches to measuring health system strengthening: Essential Markers and Impact Pathway. https://doi.org/10.17037/pubs.01917782
Mutale, W., Nzala, S. H., Martin, M. H., Rose, E. S., Heimburger, D. C., & Goma, F. M. (2023). Accelerating organizational change to build mentorship culture in Zambian universities. Annals of Global Health, 89(1). https://doi.org/10.5334/aogh.4032
Mwamba, L. k., Musonda, A. Daka, H., & Mulenga, R. M. (2021). Strategies for enhancing mentorship of in [sic] entrepreneurship: A case study of undergraduate students of Kwame Nkrumah University, Kabwe-Zambia. International Journal of Research and Innovation in Social Science (IJRISS), V(IX), 2454-6186. https://dspace.unza.zm/server/api/core/bitstreams/4dbe9527-37cc-4fbd-94b2-f9b642c4db7e/content
Neese, A. L., Pittman, L. D., & Hunemorder, R. (2013). Depressive symptoms and somatic complaints among Zambian adolescents: associations with stress and coping. Journal of Research on Adolescence, 23(1), 118–127. https://doi.org/10.1111/j.1532-7795.2012.00834.x
Nottingham, S. L., Mazerolle, S. M., & Barrett, J. L. (2017). Effective characteristics of formal mentoring relationships: The National Athletic Trainers’ Association Foundation Research Mentor Program. Athletic Training Education Journal, 12(4), 244–255. https://doi.org/10.4085/1204244
Pitney, W. A., & Ehlers, G. G. (2004). A grounded theory study of the mentoring process involved with undergraduate athletic training students. Journal of Athletic Training, 39(4), 344–351. https://pmc.ncbi.nlm.nih.gov/articles/PMC535527/pdf/i1062-6050-39-4-344.pdf
Population Council & UNFPA. (2018). State of the Youth in Zambia policy brief: Education, unemployment, and poverty reduction. https://zambia.unfpa.org/sites/default/files/pub-pdf/Brief-Policy-Youth-Zambia-FINAL%20%283%29.pdf
Powell, J. (2016). A Grounded Theory of Effective Peer Mentoring in Secondary Schools [Doctoral Dissertation, University of Essex]. OAI 2.0. https://repository.essex.ac.uk/15776/1/J%20E%20Powell%20Doctorate%20Thesis.pdf
Ramani, S., Gruppen, L., & Kachur, E. K. (2006). Twelve tips for developing effective mentors. Medical Teacher, 28(5), 404–408. https://doi.org/10.1080/01421590600825326
Rekha K. N., & Ganesh M. P. (2012). Do mentors learn by mentoring others? International Journal of Mentoring and Coaching in Education, 1(3). DOI: 10.1108/20466851211279466
Rhodes, J., & Lowe, S. R. (2008). Youth Mentoring and Resilience: Implications for practice. Child Care in Practice, 14(1), 9–17. https://doi.org/10.1080/13575270701733666
Robson, C. (2002). Real world research: A resource for social scientists and practitioner-researchers (2nd ed.). Wiley.
Sapiro, B. & Ward, A. (2020). Marginalized youth, mental health, and connection with others: A review of the literature. Adolescent Social Work Journal, 37(4), 343-357. https://digitalcommons.montclair.edu/social-work-and-child-advocacy-facpubs/159/
Spencer, R., Basualdo-Delmonico, A., & Lewis, T. O. (2011). Working to make it work: The role of parents in the youth mentoring process. Journal of Community Psychology, 39(1), 51–59. https://doi.org/10.1002/jcop.20416
Stark, C., Wehrman, J., Stutey, D., Solis, A., Severn, K., Cammell, M., Gloden, H., Enkler, K., Notestine, L., & Palacios, A. (2021). Therapeutic Mentoring for Multiply Marginalized Youth: A Grounded Theory Study of Mentors’ adaptation during the COVID-19 Crisis. Journal of Human Services, 40(2), 116-132. https://doi.org/10.52678/001c.75388
Stebbins, R. A. (2006). Mentoring as a leisure activity: On the informal world of Small-Scale Altruism. World Leisure Journal, 48(4), 3–10. https://doi.org/10.1080/04419057.2006.9674461
Stewart, S. (2022). Examining the role of mentorship on youth residing in urban poverty: The effect of attitudes toward school and sense of inadequacy on academic achievement. [Doctoral dissertation, DePaul University]. https://via.library.depaul.edu/cgi/viewcontent.cgi?article=1436&context=csh_etd
Straussner, S. L. A., & Calnan, A. J. (2014). Trauma through the Life Cycle: A Review of Current Literature. Clinical Social Work Journal, 42(4), 323–335. https://doi.org/10.1007/s10615-014-0496-z
Strydom, H. (2005). Ethical aspects of research in the social sciences and human services professions. In A. S. De Vos, H. Strydom, C. B. Fouche, & C. S. L. Delport (Eds.), Research at grass roots: for the social sciences and human services professions (3rd ed., pp. 56–70). Van Schaik.
UNICEF. (2013, October 28). Update of the Situation Analysis of Children and Women in Zambia. http://www.unicef.org/zambia/Updated_Situation_Analysis_of_Women_and_Children_In_Zambia_part1.pdf
Wagstaff, M. & Parker, A. (2020). Youth, “waithood,” and social change: Sport, mentoring, and empowerment in Sub-Saharan Africa. Journal of Sport for Development, 9(1), 18-31. https://jsfd.org/wp-content/uploads/2021/02/wagstaff.youth_.waithood.social-change.pdf
Wimpenny, P., & Gass, J. (2000). Interviewing in phenomenology and grounded theory: Is there a difference? Journal of Advanced Nursing, 31(6), 1485–1492. https://doi.org/10.1046/j.1365-2648.2000.01431.x
World Medical Association. (n.d.). WMA - the World Medical Association-WMA Declaration of Helsinki – Ethical Principles for Medical Research Involving Human Participants. Retrieved December 29, 2020, from https://www.wma.net/policies-post/wma-declaration-of-helsinki/
Youth.gov. (n.d.). Federal Support for Mentoring. Retrieved March 29, 2024, from https://youth.gov/youth-topics/mentoring/interagency-federal-support-mentoring
Zambia Statistics Agency. (n.d.). 2022 census: Key statistics. Retrieved February 1, 2024, from https://www.zamstats.gov.zm/#
Zaraki. (2023, June 2). How childhood trauma affects us as adults – Healing the heart. https://www.mentalhealthcenter.org/how-childhood-trauma-affects-adult-relationships/