Functions of Mentoring as Christian Discipleship i This thesis has been approved by The Honors ...

121 Pages·2014·2.32 MB·English

Running Header: Functions of Mentoring as Christian Discipleship i

This thesis has been approved by
The Honors Tutorial College and the School of Communication Studies

Dr. Anita C. James
Associate Professor Emerita
School of Communication Studies
Thesis Advisor

Dr. J.W. Smith
Honors Tutorial College, DOS
School of Communication Studies

Jeremy Webster
Dean, Honors Tutorial College
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Functions of Mentoring as Christian Discipleship

FUNCTIONS OF MENTORING AS CHRISTIAN DISCIPLESHIP

A Thesis
Presented to
The Honors Tutorial College
Ohio University

In Partial Fulfillment
of the Requirements for Graduation
from the Honors Tutorial College
with the degree of
Bachelor of Science in Communication

by
Hiram S. Foster
May 2014
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Functions of Mentoring as Christian Discipleship
ACKNOWLEDGEMENTS
• Chad Helmer, for teaching me what discipleship is, for his unconditional love,
guiding me through trials and victories--my dearest of friends.
• My mother, Shelly Foster, for listening ears, delicious dinners, and unceasing
support and impetus.
• Brian McCollister and Grant Scott for their organizational support.
• Dr. Claudia Hale, Dr. Judith Lee, and Dr. Amy Chadwick, and the rest of the
wonderful COMS faculty for classes, tutorials, and mentoring, going above
and beyond, to make this project possible.
• Dean Jeremy Webster, Former Assistant Dean Jan Hodson, and Assistant Dean
Cary Frith, for an amazing and unparalleled undergraduate experience.
• Ryan Berg, Megan York, Susan Michels, Rob Naim, Nate Ardle, Nicholas
Gillispie, and all the other Cru staff who helped me gather data.
• The 130-some Cru students who took the time to participate in the survey and
interviews, for honesty and time sacrifice.
• Best for last, Dr. Anita James, for her care and support, patiently pushing and
encouraging me every step of the way, celebrating with me as I cross the
finish-line.
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Functions of Mentoring as Christian Discipleship
TABLE OF CONTENTS
ACKNOWLEDGEMENTS iii
CHAPTER 1 1
INTRODUCTION 1
HISTORICAL ORIGINS 1
CONTEMPORARY USE 3
PRIOR RESEARCH 5
CHAPTER 2 13
LITERATURE REVIEW 13
A NEW DEFINITION 16
INSTRUMENTAL SUPPORT 16
PSYCHOSOCIAL SUPPORT 17
DEVELOPMENT 18
MUTUALITY 19
HIERARCHY 20
CHRISTIAN MENTORING 22
FUTURE RESEARCH 26
RESEARCH QUESTIONS 28
CHAPTER 3 30
SUBJECTS AND PROCEDURE 30
SAMPLE 30
SAMPLING FRAME 30
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Functions of Mentoring as Christian Discipleship
SAMPLING METHOD 31
MEASURES 322
QUESTIONNAIRE 32
STUDENT INFORMATION 32
PSYCHOSOCIAL FUNCTIONS 32
INSTRUMENTAL FUNCTIONS 33
HIERARCHY 34
MUTUALITY 35
DEVELOPMENT 35
OUTCOME 36
SEMI-STRUCTURED INTERVIEWS 37
DATA COLLECTION 38
CHAPTER 4 41
QUANTITATIVE RESULTS 41
DEMOGRAPHIC CHARACTERISTICS 41
QUESTIONNAIRE RELIABILITY 41
RESULTS OF HYPOTHESIS TESTING 43
RESEARCH QUESTION 1 46
QUALITATIVE RESULTS 47
PSYCHOSOCIAL 48
FORMALITY 49
FRIENDSHIP 51
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Functions of Mentoring as Christian Discipleship
INVOLVEMENT 53
DEPTH 55
PROACTIVE 56
INSTRUMENTAL 57
SPIRITUALITY 58
ORGANIZATION 59
PRACTICUM 61
EVANGELISM 62
HIERARCHY 64
AUTHORITY 64
ADVANCEMENT 65
ADMIRATION 66
INTERPERSONAL EFFECTS 67
IMITATION 68
DEVELOPMENT 69
PERSONAL 70
SPIRITUAL 71
RELATIONSHIP WITH MENTOR 73
PRACTICAL SKILLS 74
MUTUALITY 75
PERCEPTION 75
FUNCTION 77
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Functions of Mentoring as Christian Discipleship
RECEPTION 78
INTERPERSONAL DIMENSIONS 80
CONCLUSION 81
CHAPTER 5 84
CONCLUSIONS 84
LIMITATIONS 88
REFERENCES 90
APPENDIX A 99
IRB APPROVAL
APPENDIX B 101
FOCUS GROUP RESULTS
APPENDIX C 104
MIND GARDEN PERMISSION
APPENDIX D 107
QUANTITATIVE INSTRUMENT
APPENDIX E 112
SEMI-STRUCTURED INTERVIEW PROTOCOL
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Chapter 1
Introduction
Historical Origins. We can all identify people who have played a significant
and meaningful role in shaping and directing our lives. Such relationships hold a
special place in our culture, epitomized by the popular quote, “Our fingerprints don’t
fade from the lives we touch” (Cuddy & Coulter, 2010). We call the owners of some
“fingerprints” friends and role models and to others we bestow the honorable title
“mentor.” We often use the term “mentor” to denote a special group of people, but we
are often unaware of all the different ways the term can be used, and perhaps what the
term truly means.
The Oxford English Dictionary traces the etymology of mentor back to
Ancient Greece, where the word first appeared in Homer’s epic, The Odyssey. The tale
concerns Odysseus’ son, Telemachus, who quests to find his father and bring him
home. The goddess, Athena, favors Odysseus who has been held hostage by the
nymph, Calypso, for the past seven years after the Trojan War. Athena favors
Odysseus and sets herself to freeing him and guiding him home to his wife in Ithaka.
She begins her mission by encouraging Odysseus’ son, Telemachus, to search for his
father. It is at this point Homer creates Μέντωρ (Mentor): Athena appears to
Telemachus as Mentor, “a family friend,” although Mentor is a stranger to the boy
(Fitzgerald, 1963, p. 4). The narrator introduces Mentor as a “comrade in arms of the
prince Odysseus, an old man now. Odysseus left [Mentor] authority over his house
and slaves, to guard them well,” (Fitzgerald, 1963, p. 26). Throughout the story, the
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goddess Athena appears to Telemachus disguised as Mentor to guide, protect, and
enable him on his journey (Roberts & Chemopiskaya, 1999, p. 85); Athena behaves
similarly towards many other characters, though in different forms. It seems Mentor
himself did very little to exercise responsibility over Odysseus’ household, as it was
the deplorable state of affairs which prompted Telemachus (with Athena’s urging) to
find news of his father. Mentor appears in eight scenes throughout the poem
(Fitzgerald, pp. 4, 25, 36, 42, 72, 311, 415, 458); Mentor is not explicitly Athena in
only two instances (Fitzgerald, 1963, pp. 25, 311). Athena, as Mentor, is a like a father
to Telemachus, giving him instruction, courage, vision, and efficacy. Mentor, the
mortal, gives little meaning to his name. However, Athena, the sublime Mentor and
effective author of the story, created the foundation for what has become a powerful
role in present times. “Mentor,” as a word, first appeared in the English language via
the popularity of a 17th century French novel that reimagined Homer’s ancient story.
Roberts and Chemopiskaya (1999) argued that this novel, Les aventures de Télémaque
by François Fénelon, rather than Homer’s work, is responsible for inventing a figure
with “popular educational connotations” that “counsels, guides, nurtures, advises, and
enables” (p. 87). According to Roberts and Chemopiskaya, by the mid-eighteenth
century, “mentor” was no longer the name of a forgotten character from ancient
Homeric poems; the word had come into its own as the new and entirely different
concept. The mentors we know function as “role models, as counsellors [sic], as
advisors, as teachers, as nurturers, as friends and as sponsors” (p. 2).
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Psychologist Daniel Levinson and his colleagues (D. Levinson, Darrow, Klein,
M. Levinson, & McKee, 1978) were the first to spark modern academic interest in the
term, though other scholars had also begun researching mentoring and supported his
work (see Eby, Rhodes, & Allen, 2007). Levinson et al.’s book, Seasons of a Man’s
Life, framed “mentor relationships” within the arena of developmental psychology.
They defined it as “a crucial developmental function for the young man: … the
process by which he transcends the father-son, man–boy division of his childhood”
(pp. 99-100). This watershed conceptualization of mentoring, which garnered a mere
five pages in the book, marked the birth of a contemporary paradigm that has gained
remarkable popularity over the past three decades (see Allen & Eby, 2007;
Clutterbuck, 2004; Clutterbuck & Lane, 2004; Megginson, Clutterbuck, & Garvey,
2006; Ragins & Kram, 2007).
Contemporary Use.
Mentoring (see also mentorship, mentor/mentee, and mentor/protégé) is a
popular concept used both formally and informally to describe a range of experiences,
relationships, processes, and programs (see Clutterbuck, 2004, pp. xv-xvi). At the
beginning of the 21st century, an array of organizations and institutions in myriad
contexts had established formal mentoring programs to achieve diverse and dissimilar
goals. Many of these mentoring programs have also been the subjects of much
academic discourse.
Some programs establish mentorships for children and adolescents.
Organizations such as Big Brothers/Big Sisters consider themselves a national