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Matthew A. Grant, Gordon A. Bloom, and Jordan S. Lefebvre

-reflection, interactions with peer coaches, communities of practice, and mentoring ( Cushion, Armour, & Jones, 2003 ; He, Trudel, & Culver, 2018 ). In particular, mentoring is defined by the pillars of trust and respect ( Bloom, 2013 ), and is often cited as an effective means of acquiring knowledge and facilitating

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Thomas M. Leeder, Kate Russell, and Lee C. Beaumont

situ ( Cushion, 2015 ). One method which may help to achieve this is mentoring, through enhancing critical thought and encouraging coaches to reflect upon the experiences and interactions they encounter. Mentoring has been heavily advocated within coaching as a means to harness the influential power of

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Matt Hoffmann, Todd Loughead, and Jeffrey Caron

Mentoring is a process whereby a more experienced mentor supports a less experienced protégé, with the purpose of assisting the protégé as he or she progresses through his or her career ( Ragins, 2016 ; Weaver & Chelladurai, 1999 ). Mentoring relationships can emerge spontaneously or they can

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Darren D. Kelly and Marlene A. Dixon

Despite excellent performance on the field and years of academic and social attention, National Collegiate Athletic Association (NCAA) Division I African American male student-athletes continue to struggle to have an optimal and well-rounded college experience at predominantly White institutions of higher education. In particular, the first 2 years of college represent a difficult period during which this group would benefit from new ideas to support their multiple transitions. Mentoring, and more specifically constellation mentoring, provides great promise for aiding in the transition and success of this group (Kram, 1985). Mentoring, like other organizational transition management tools, focuses on helping people navigate a transition into a new setting (Noe, Hollenbeck, Gerhart, & Wright, 2010). However, constellation mentoring can be simultaneously broad (in terms of range of needs addressed) and specifically tailored to individual needs. This study seeks to establish a framework for how mentoring may provide a valuable tool for addressing the needs of African American male student-athletes as they transition into the college sport, social, and academic atmosphere.

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Duane Knudson, Ting Liu, Dan Schmidt, and Heather Van Mullem

formal or informal mentoring by the department chair and senior faculty in research, teaching, and service ( Barrett, Mazerolle, & Rizzo, 2019 ; Olmstead, 1993 ). Mentoring programs for new non-tenure-line faculty may also be important; however, this article focuses solely on new tenure-track faculty

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Jennifer J. Waldron

professional growth, development, and success of the relational partners through the provision of career and psychosocial support” ( National Academies of Sciences, Engineering, and Medicine, 2019 , p. 2). Although there is great variability in individual mentoring relationships, many remain based on

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Moe Machida-Kosuga

; McCauley et al., 2014 ) have consistently argued that effective mentoring is critical for one’s leadership development. Mentors are individuals who have advanced knowledge and skills and who assist and provide protégés with psychosocial support for their career development ( Ragins & Cotton, 1999

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Pierre Lepage, Gordon A. Bloom, and William R. Falcão

rely on informal learning opportunities to acquire their knowledge, such as trial and error, reflections, or mentoring ( Cregan, Bloom, & Reid, 2007 ; Fairhurst et al., 2017 ; Tawse, Bloom, Sabiston, & Reid, 2012 ; Taylor, Werthner, Culver, & Callary, 2015 ; Walker, Thomas, & Driska, 2018 ). First

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Amy Baker, Mary A. Hums, Yoseph Mamo, and Damon P.S. Andrew

The importance of mentoring on the development of individual careers is often noted in various disciplines, particularly the business literature ( Chao, 1997 ; Fagenson-Eland, Marks, & Amendola, 1997 ; Ragins & Cotton, 1991 ; Raymond & Kannan, 2014 ; Young & Perrewé, 2004 ). Although the

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Margie A. Weaver and Packianathan Chelladurai

Associate/Assistant athletic administrators from Division I (139 males, 123 females) and Division III (130 males, 123 females) universities of the NCAA responded to a questionnaire consisting of (a) items eliciting background information, (b) perceived and preferred mentoring functions measured by the Mentor Role Instrument (Ragins & McFarlin, 1990), (c) perceived barriers to mentoring measured by Perceived Barriers Scale (Ragins & Cotton, 1991), and a scale of satisfaction developed for the study. Factor analysis yielded three facets of satisfaction: Work Group, Extrinsic Rewards, and Intrinsic Rewards. The results of MÁNOVA showed that an equal proportion of males and females had experienced mentoring relationships, and mentored individuals were more satisfied with work than their non-mentored counterparts. Respondents from Division I received significantly higher salaries, and they were more satisfied with their extrinsic rewards than the respondents from Division III. Finally, correlational analyses showed positive but weak relationships between mentoring functions and the satisfaction facets.