Now That We Know What We Know: A 10-Year Retrospective of a Women's Cross-Cultural Peer Mentoring

• In Event: Educationally Responsible Pedagogy of Cross-Cultural, Women's Peer Mentorship, Including Mentoring During a Global Pandemic

Abstract

Objectives
Since 2011, our international peer-mentoring women’s network, comprising academic scholars, practitioners and leaders, intentionally engaged in research to negotiate the nuanced socio-cultural complexities of academic careers. We have practiced relevant cross-cultural peer-mentorship that has enabled all to be successful in our careers in academia (Authors, 2016; Authors 2017; Authors 2018). In this paper, we explore members’ testimonies of what being involved in the global network for 10 years has meant. We also examine how being part of the global peer-mentoring network, enabled its members to accomplish their career trajectories and educational responsibilities.

Theoretical Framework
In distributed leadership, “the leadership function is stretched over the work of a number of individuals” and “extended within, across and between organizational boundaries” (Harris, 2013 as cited in Harris et al., 2013, p. 929). This is a shared space for collective practices that builds capacity for improvement and change. The idea is that through a shared role and taking turns to lead, distributive leadership offers a more dynamic and synergistic engagement that deepens members’ ways of understanding beyond what can be developed individually. In this global network we have been effective followers (Strong et al., 2016). This approach most closely reflects the ‘generosity of spirit’ to provide women faculty leadership opportunities supported by other women more practiced who mentor and can guide from a follower role.

Modes of Inquiry
The testimonio research approach (Anderson, 2020) was selected for this retrospective study. Data collection included a Google Form survey, artifacts of the group’s research work including conference symposium presentations, publications, books and papers. The survey was emailed to all individuals who participated in women’ mentoring projects and events since 2010. 22 out of 33 emailed surveys were completed and responses were analyzed, coded and themes generated to develop our testimonio and answer our research questions.

Data Sources
The data was based on responses from 22 participants from an online survey on their experiences of participating in the network. Another data set was findings across all publications, conference presentation proposals, and other artifacts related to activities involving the mentoring network were examined.

Results
Our global network has engaged in a distributed leadership model of peer-mentoring (Harris, 2013 as cited in Harris, Jones, & Baba, 2013, p. 929) that members say is cross-cultural, rotational, supportive and affirming. Participation in the network has enhanced the scholarship of its members. The collaborative nature of the co-mentoring experience included connectedness as a cross cultural network of women, with related research interests, similar struggles and need for support to succeed in spaces such as institutions of higher education. The network also invented thoughtful language to value rather than discount diverse methodological and epistemological approaches used in research by the group.

Scholarly Significance the Study
This retrospective study deepens the understanding and knowledge of how women in higher education have engaged in an open design of peer-mentorship for research and career collaboration that encompasses cross cultural, cross-generational, and career progression differences. This in essence challenges the traditional relationship between leadership and followership.

Authors

• Joyanne Beverly De Four-Babb, University of Belize

• Ann Unterreiner, Arizona State University

• Deirdre Cobb-Roberts, University of South Florida

• Anne L. Kern, University of Idaho

• Nilsa J. Thorsos, National University

• Ke Wu, University of Montana