“Mentoring Across Cultures”
State of the State Conference
Thursday, March 23, 2006
Lisa C. Chavers, Ed.D.
Bowling Green State University
Purpose of this session
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To help practitioners increase their awareness,
knowledge, and skill when mentoring those who are
culturally different
To encourage practitioners to differently influence
and impact the culture of your group, organization,
or occupation by the way they accept and value
other males/females from all races, ethnicities, and
religious persuasions, with a minimum of misunderstandings
To more effectively interact with all individuals in a
variety of settings
Culture is…
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Create your own metaphors
“Mentoring Across Cultures”
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“Know how you are in the world and recognize that
other people may have very different (and equally
valid) ways of being in the world”
-Phillippe Rosinski
(founder of Coaching Across Cultures)
By 2050, nearly half of all those in the U.S. will be
from a non–White, non-anglo culture.
-Elizabeth Mitchell
(author of article, “Working in a Diverse Society)
Core Aspects of Culture
Race
 Ethnicity
 National origin
 Geographic Region
 History
 Religion
 Gender
 Age
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(Rust & Fry, 2004)
Terms & Definitions
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Mentor: a more advanced or experienced person who serves as a
teacher, adviser, sponsor, coach, counselor, and role model to a mentee.
The mentor inspires, develops, challenges, and corrects the mentee
(Kram, 1985)
Culture: a groups design of living; the totality of socially transmitted
behavior patterns, arts, beliefs, institutions, and all other distinctive
products of human work and thought (www.dictionary.com)
Cultural Competence: a set of similar behaviors, attitudes, and policies
that come together in a system, agency, or among professionals that
enable them to interact respectfully and effectively in cross-cultural
situations
(http://cecp.air.org/cultural/)
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Cultural Diversity: a variety in terms of nationality, creed, race, gender,
sexual orientation, age, language, economics, social class, religion,
education, income, geographic location, and family structure.
Cultural Sensitivity: awareness of another’s culture
Terms & Definitions Con’t.
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Ethnocentrism: belief that one’s own cultural ways are
better than anyone’s; belief in the superiority of one's own
ethnic group (dictionary.com)
Encapsulation protection: A culture–centered perspective
that keeps individuals from inappropriately imposing our own
culturally encapsulated self-reference criteria in the
evaluation of others. (Connerley, 2005)
Insularity: having a narrow, provincial attitude about
anything unfamiliar or different (implies wearing blinders)
(Peterson, 2004)
Definition of
Cultural Intelligence
Knowledge about cultures
(facts and cultural traits)
+ Awareness (of yourself and others)
+ Specific Skills (behaviors)
______________________________________
= Cultural Intelligence
(Peterson, 2004)
Cultural Self-Assessment
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Rate yourself
Phases of the Traditional
Mentoring Relationship
Initiation-6 months to two years
 Cultivation-2 years to 5 years
 Separation-6 months to 2 years
 Redefinition-Indefinite
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(Kram, 1985)
A structured mentoring match
Mentors and mentees complete detailed
profiles of their personal and professional
interests, areas of expertise, and
demographics
 Mentees then choose a mentor based on the
similar interests or backgrounds listed in the
profile, increasing the probability of a right
match
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LEARN Model
of Cultural Communication
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Listen with sympathy and understanding to the person’s
perception of the problem
Explain your perceptions of the problem
Acknowledge and discuss the differences and similarities
Recommend solutions
Negotiate agreement
Reference:
Berlin EA. & Fowkes WC, Jr.: A teaching framework for cross- cultural
health care—Application in family practice, In Cross-cultural
Medicine. West J. Med. 1983, 12: 139, 93-98.
CRASSH-Course
Values & Principles
in Cultural Competence Training
Culture
 Respect
 Affirmation
 Sensitivity
 Self-Awareness
 Humility
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(Rust & Fry, 2004)
CRASSH-Course
Values & Principles in Cultural
Competence Training
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Culture: The importance of shared values, perceptions, and connections in the
experience of health, health care, and the interaction between professionals and
those they serve
Respect: Understanding the demonstrations of respect are more important than
gestures of affection or shallow intimacy, and finding ways to learn how to
demonstrate respect in various cultural contexts.
Affirmation: Recognizing each individual as the world’s expert on his or her own
experience, being ready to listen and to affirm that experience. Re-framing
cultural differences, by identifying the positive values behind behavior we perceive
as “different.”
Sensitivity: Developing an awareness of specific issues within each culture that
might cause offence, or lead to a breakdown in trust and communication between
professionals and those they serve.
Self-Awareness: Becoming aware of our own cultural norms, values, and “hotbutton” issues that lead us to mis-judge or mis-communicate with others.
Humility: Recognizing that none of us ever fully attains “cultural competence”
but instead making a commitment to a lifetime of learning, of peeling back layers
of the onion of our own perceptions and biases, being quick to apologize and
accept responsibility for cultural mis-steps, and embracing the adventure of
learning from others’ first-hand accounts of their own experience.
(Rust & Fry, 2004)
Characteristics of Effective Mentors
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Intelligent, knowledgeable
Caring, nurturing
Appropriately humorous, creative
Flexible, focused, fair, generous
Empathetic, ethical
Patient, supportive, encouraging, responsive
Poised
Intentional role models
Psychologically well adjusted
(Johnson, 2002)
Characteristics of Ineffective mentors
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Culturally insensitive- Does not attend to issues of race or
gender
Aloof/distant-not engaging; will not know and affirm mentee
or help with developmental needs
Inexperienced
Critical and Demeaning
Controlling-manipulative
Exploiting (emotionally, sexually, and in the area of
scholarship)
Pathologic-general dysfunctionality
Poor match-dissimilar attitudes, values, and beliefs
Possesses unrealistic expectations
(Johnson, 2002)
Cultural obstacles
Lack of same-gender or same-race mentors
for upwardly mobile females and multi-ethnic
individuals
 Certain multi-ethnic female mentors are
actively pursued and are burned out due to a
burdensome mentoring load and set of
responsibilities
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The Impact of Race, Gender,
and Culture on Mentoring
The pros and cons of same race or gender
matching vs. cross race matching is debatable
 Paula Friedman (2004) noted that both the
mentor and mentee need to understand and
be sensitive to differences in background,
communication and learning styles.
 Linzer and Beckman (1997) suggest that
differences in gender, race, and age should be
considered when choosing a mentor, and, be
openly discussed between the mentor and
mentee.
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The Impact of Race, Gender, and
Culture on Mentoring Con’t.
The same–race matching may expedite the
development of trust, but does not guarantee
a successful mentoring match
 The qualities of a mentor, rather than race,
matter the most.
 In another study by Morrow and Styles
(1995), it was found that mentors and
mentees in same-race and cross race matches
were almost equally likely to form strong and
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effective relationships
The Impact of Race, Gender, and
Culture on Mentoring Con’t.
Researchers propose the use of multiple
mentors as a strategy for resolving this
dilemma
 Collectively, the mentoring team may be able
to provide a holistic perspective on
professional growth and development.
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(Friedman, 2004)
Goals of Competent Mentoring
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Cultural awareness-appreciate and accept differences
Cultural knowledge-knowledge promotes understanding
between cultures. Deliberately seek out various world views
Cultural skill-learn how to assess more than written facts.
Explain an issue from another’s perspective; reduce
resistance and defensiveness. Acknowledge interactive
mistakes that may hinder the desire to communicate
Cultural encounters-let go if the security of stereotypes and
remain open to individuality
(Campinha-Bacote, 1996); (Kavanagh, 1992); (Tervalon, 1998)
Behaviors of culturally competent mentors
include:
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Engaging in self-assessment and expression of individual heritage, identity,
values, beliefs, and biases
Studying concepts relevant to diversity, such as power, privilege, and prejudice
Forming relationships based on trust and caring even in the face of individual
differences
Acquiring knowledge about and being willing to listen to other perspectives
Recognizing different and similar learning, communication, motivational, and
decision-making strategies
Developing effective responses to challenges posed by new behaviors
Using inclusive language and appropriate questioning
Becoming involved with diverse individuals outside of work and classroom
environments
Taking responsibility for one’s own personal, professional, and educational
development
Developing the ability and willingness to challenge prejudices and oppression
-The Cultural Competence Project team (CCPT)
University of San Diego (2001)
Concluding thought
“It is hardly possible
to overstate the value of placing human beings
in contact with persons dissimilar to themselves,
and with modes of thought and action
unlike those with which they are familiar…
such commitment has always been
and is peculiarly in the present age,
one of the primary sources of progress.”
-John Stuart Mill
“Mentoring Across Cultures”
Thank you for your attention and participation!
Lisa C. Chavers, Ed.D.
Assistant Dean for Graduate Studies
and Director of Project Search
Bowling Green State University
lchaver@bgsu.edu
Dr. Lisa C. Chavers
Bowling Green State University
Reference List
“Mentoring Across Cultures” Session
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Beer, J. E. (2003). Culture creating your own metaphors. Retrieved March 2006, from
http://www.culture-at-work.com/concept4.html
Berlin, E.A., & Fowkes, W.C. (1983). A teaching framework for cross-cultural health
care: Application in family practice. Western Journal of Medicine, 139, 934-938.
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Connerly, M. & Pederson, P. (2005). Leadership in a diverse and multicultural environment: Developing awareness,
knowledge and skills. Thousand Oaks: CA: Sage Publication.
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Cultural competence. (n.d.). Retrieved March 2006, from http://cecp.air.org/cultural/
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Cultural competency in medicine. (2006). Retrieved March 2006, from
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http://www.amsa.org/programs/gpit/cultural.cfm
Eby, L.T., McManus, S.E., Simon, S.A., & Russell, J.E.A. (2000). The portege’s
perspective regarding negative mentoring experiences: The development of a taxonomy. Journal of Vocational
Behavior 57, 1-21.
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Friedman, P.K., Arena, C., Atchison, K., Beemsterboer, P.L., Farsai, P., Giusti, J.B.,
Haden, N.K., Martin, M.E., Sanders, C.F., Sudzina, M.R., Tedesco, L.A., Williams, J.N., Zinser, N., Valachovic, R.W.,
Mintz, J.S., & Sandmeyer, M.S. (2004). Report of the ADEA president’s commission on mentoring. Journal of
Dental Education, 68, 390-396.
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Heathfield, S.M. (2006). Diversity in the workplace: Search for similarities. Retrieved March 2006, from
http://humanresources.about.com/od/diversity/a/diversity.htm
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Johnson, W.B. (2002). The intentional mentor: Strategies and guidelines for the practice of mentoring. Professional
Psychology Research and Practice, 33, 88-96.
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Mentoring Across Cultures
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Kram, K.E., Isabella, L.A. (1985). Mentoring alternatives. The role of peer relationships in career development. Academy of
Management Journal, 28, 110-132.
Mitchell E. (n.d.). Working in a diverse society. Retrieved March 2006, from
http://humanresources.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=hu
manresources&zu=http%3A%2F%2Fpages.prodigy.net%2Flizmitchell%2Fvolksware%2Faa041801a.htm
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Morrow, K.V. & Styles, M.B. (1995). Building relationships with youth in programs settings: a study of Big Brothers/ Big
Sisters. Philadelphia: Public/Private Ventures.
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Peterson, B. (2004). Cultural intelligence: A guide to working with people from other cultures. Maine: Intercultural Press.
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Rust, G. & Fry, Y. (2004). Crash course in cultural competency skills. Retrieved March 2006, from
http://www.msm.edu/ncpc/crash/cultural_competency_pp.pdf
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Sustein, C. R. (2001). Republic.com. Harvard Journal of Law and Technology, 14, 753-766.
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Turner, M.M. (2006). Mentoring for change. Retrieved March 2006, from
http://www.mentoringforchange.co.uk/snippets/coach_x_cultures.php
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For more information about top mentor publications and recommended books, periodicals and videos on mentor refer to
http://www.mentors.ca/topmenbks.html