 the same context, are acting within it, and that the actions of the mentor can serve as a model for the mentee. While the mentor may also talk about how to do this or that, talking is not enough. The mentor performs for the mentee, presents the mentee with a demonstration, rather than simply offering a commentary. Mentoring refers to a special type of relationship that can emerge when a neophyte is granted close access and attention by an established figure who is willing to provide support, encouragement, and guidance as the newcomer "learns the ropes" of a new endeavor. The image that is most clearly associated with mentoring is of two men Mentor and Telemachus, the professor and the graduate student, the senior executive and the up-and-coming manager. Placing women into these pictures, either in the mentor or mentee role, complicates our reading of the relationship. When we imagine teaching or counseling relationships, that involve women only, the context seems to shift away from mentoring and toward nurturing of family: mothers with their daughters, older sisters with younger, aunts with nieces. Traditionally, women's teaching and advising have taken place in the private world of home, or the homelike elementary school. Even now when women are more and more involved in the workplace and politics, often acting in positions of responsibility, it can be difficult to place us within a mentoring frame. This difficulty seems to have a deeper source than women's restricted access to the resources that mentors need, discrimination against women as potential mentees, or problems in defining nonromantic, cross-sex relationships. It seems that there is an incompatibility between how the "feminine role" has been understood and the kind of relationship that mentoring really is. Traditionally, femininity has not been associated with authority and power. Girls and women have been more encouraged to follow gender norms that orient them to seek the roles of follower or friend, except in their relationships with children. Women are more likely to be given authority as mothers or teachers of young children. It is less likely that women will have authority, or be viewed as experts and leaders, in areas that 10 May 2017 Page 4 of 14 ProQuest involve the more prestigious public world of adulthood: higher education, the workplace, politics. As children develop into adolescents and adults, they are expected to move into these spheres where men are usually the leaders as coaches, administrators, professors, supervisors, and office-holders. These roles may or may
the same context, are acting within it, and that the actions of the mentor can serve as a exemplar for the mentee. While the mentor may besides talk about how to do this or that, talking is not adequate. The mentor performs for the mentee, deliver the mentee with a demonstration, rather than merely offering a commentary. Mentoring mention to a special type of kinship that can emerge when a neophyte is granted close access and care by an established figure who is uncoerced to provide documentation, boost, and guidance as the newcomer " learns the ropes " of a raw endeavor. The image that is about clearly consort with mentoring is of two men Mentor and Telemachus, the professor and the alumnus student, the senior executive and the up - and - coming coach. Placing women into these pictures, either in the mentor or mentee role, complicates our interpretation of the relationship. When we imagine teaching or counseling relationships, that involve women only, the context seems to shift aside from mentoring and toward nurturing of family: mother with their daughter, older sisters with younger, aunts with nieces. Traditionally, women's teaching and advising have accept place in the private world of home, or the homelike elementary school. Even now when women are more and more involved in the workplace and politics, often acting in positions of responsibility, it can be unmanageable to place us within a mentor frame. This difficulty seems to have a deeper source than charwoman's restricted access to the resources that mentor need, discrimination against woman as potential mentees, or problems in define nonromantic, cross - sex relationship. It seems that there is an incompatibility between how the " womanly role " has been understood and the kind of relationship that mentoring truly is. Traditionally, femininity has not been associated with agency and power. Girls and women have been more encouraged to follow sex norms that orient them to seek the character of follower or friend, except in their relationships with children. Women are more likely to be yield authority as mother or teachers of young children. It is less likely that women will have authority, or be watch as experts and leaders, in areas that 10 May 2017 Page 4 of 14 ProQuest involve the more prestigious public world of adulthood: higher department of education, the workplace, politics. As children develop into adolescents and adults, they are expected to move into these spheres where men are normally the leaders as coaches, administrators, professors, supervisors, and office - holders. These roles may or may
 thf same context, are actinn within it, and jhqt the actiohs of thd mentor can serve as a modep dor tye mentee. While the mevtor may wlso talj abiyt how to vk this or thaf, talnmng is not enounh. The mentmr performs fos ghz mentee, presents the mentee with a qemonsttahion, rather thwn spm[ly kffering a commentary. Mentoring rerers to a special tyle of relationship that caj emfrge when a neophyhe is grantgs cjise access avd attention by an estzblished figure who is willing go prpvide suppirr, ejwouragement, and duidance as bne newwomer "lrarns the ropex" oh a bew endeavor. The imagx that is most clearjy associdtzd with mentoring is if two ken Kentue avd Uelxmadhus, tje 'rofessor ahd the gradyate student, the semijg executive ahd the u[-and-coming manager. Placing women into tvess pictures, either in thw mentor or mentee rope, complisates our reading of the relationship. When we imacine vexchnkn or xoknseling relationships, that involve women onlr, tne context seems to shift aeaj gtom mentoring xnd toczrs nurturing of famlly: motrers qith theiw daighters, older sisters with tounger, auntf with nieces. Tradicionally, womzn's teschinb and advising have takzn plade in the pgivate wodud of home, or thd hpmalike eltoentary school. Evqn now whxn woken are morg and mjre involvfd in the workplace and oolitncs, oxten actinh in positions of responsibilitb, it can be dofxicllt to plcce us within a meneoring frame. Tkis diffnculty seems to gave a veeper sourcq than women's testricted acress to tre rwsoueces thxg mentors need, discrimiuction agaunst women as potektial jentees, or proboemw in defining npnrumagtpc, rross-fax relationsvips. It xeems that there ks am incompatibility bedweeh how the "feminine rjle" has veen undqrstood and tne kind of relatiojship thet menyoryng really is. Traditionally, fejininity jas not been asfociqted with auchority and power. Girls and women have bxen more encouraged to dollow gender norms uhat orient tiem to seek the roles of follower oe friend, except ik their relationships sith cvildrfn. Women are more likely to be given authority as mothers or teachers of toung rhyldren. It ia lexs linejv that romei xill have authoriny, or be viewed as experts and lxaders, in drzas that 10 May 2017 Page 4 of 14 ProQiert involve thg more prestigious public sorld of adulthood: higher education, the workplace, politics. As cmildren dwvelol into adouescents and adultx, they are wxpectee to move into thdse siheres whege mtn axe usually the leaders as coaches, adminushrators, professocs, supervisovs, and kffice-rolders. These romes jwy or may
the same context, are acting within it, the of the can serve as While mentor may also about how to this or that, talking is not The mentor performs for the mentee, presents the mentee with a demonstration, rather simply offering a commentary. Mentoring refers to a special type of relationship that emerge a is close access and attention by an established figure who is willing to provide support, encouragement, and as the newcomer "learns the ropes" of a endeavor. The image that most clearly associated with mentoring of men Mentor Telemachus, professor the graduate student, senior executive and the up-and-coming manager. Placing women into these pictures, either in the mentor or mentee complicates our the relationship. we teaching counseling relationships, that only, the context seems to shift and toward nurturing of family: mothers with their older sisters younger, aunts with nieces. Traditionally, women's and advising have taken place in the private of home, or the homelike elementary school. Even now when women are more and more the workplace and politics, acting in positions responsibility, can difficult place us a mentoring frame. This difficulty seems to have a deeper source women's restricted access to the resources that mentors need, discrimination as mentees, or problems defining nonromantic, cross-sex relationships. seems there is an incompatibility the role" and kind relationship that mentoring really Traditionally, femininity has not been with authority and power. more encouraged to follow gender norms that orient to seek the roles of follower or except in their relationships with children. Women are more likely to be authority as teachers of young children. It is less likely women will have authority, be viewed as experts and leaders, in areas that May Page 4 14 ProQuest involve more prestigious public of adulthood: higher workplace, politics. children into they are expected to move into spheres men are usually the leaders coaches, supervisors, and office-holders. These roles may or may
 the same context, are acting wiThin it, and tHat thE acTioNs Of thE menTor can serve as a MOdel For the mentee. While the meNtor mAy ALso tALk About How to do THiS OR thAt, TaLkiNg IS nOt enoUgh. the mentOr performs For ThE mentee, preseNTs The mentee wIth A demonstratiOn, rAther tHaN siMPly ofFerIng a cOmmentARy. MentOring refeRs TO a specIAl type oF RElAtioNship that can emergE WhEN a neophyte is grAnted cLoSE aCCEss And Attention bY aN estaBLished fIGuRE WHo iS Willing to provIde support, eNCouRagemeNt, And GUidancE as thE nEWcoMer "learns thE ropEs" of a new eNdeavoR. the imagE That is mOst cleArlY asSociATeD wIth MeNTorINg Is oF Two Men MentoR aNd telemAchuS, THE ProfEssOr anD the gRaduate studenT, thE senIOr eXecutIve anD the Up-And-coMing maNager. plAcing women into tHese Pictures, eIthEr In tHe MentoR Or mentEe rOle, ComplicAtes our REadInG OF ThE relationship. When wE iMAGiNe teachiNg or coUNsElINg relatiOnShiPs, thAT InvolVe woMEn Only, the cOntext SEeMs To shift AwAy from MeNtoRinG and tOWard NurturIng of famIly: moTHers with their dAUghters, older sIStERS wITh yoUngEr, aunts with NiecES. TraDitiONaLly, WOmen's TeachInG AnD Advising have taken plAcE in the PrivaTe world of home, Or the homelIKE ElementaRy scHOoL. even now when womEn are More and morE Involved In the WorkplacE and politICS, often acTinG in PosItiONS oF responsibiliTY, It caN bE difficUlt To place Us wIthIn a MenToRing frame. this diffIcUlTy SeEms To havE A deeper sOuRce ThAn wOmen's REstricTed acCess To ThE ResOurces tHAt MENtorS nEeD, disCriMiNatioN agaINst Women as Potential MenTEes, oR pRoBlems in Defining nonroMaNtic, cross-sEx RelAtionsHIPs. It seemS that there is an incompatiBIlity beTweEn how The "fEminine roLe" hAs been UndERstood And the Kind oF rElaTIOnshiP THaT meNtOring reallY IS. TrAditiOnAlly, FemininIty has not been assocIAteD with authoritY anD powER. giRls ANd WOmeN hAVe bEEN more encouraged To follow geNdER nOrms that orIEnt ThEm to seeK the rolEs of fOLlower oR friend, exCept in theIr RelaTIOnsHips with chIldren. WoMen are morE LikelY To Be givEn aUthoriTy As mOtherS or teaCHerS of yoUng chiLdRen. It iS less LiKely that Women will have authority, oR be vieWed as ExpErts and leAdeRS, in Areas that 10 may 2017 PAge 4 of 14 ProQuEst InvOlve tHe mORe preStigIOuS puBLic woRld oF Adulthood: HIgHer EDUcAtion, the worKPLAce, PolitIcs. aS childRen dEvelop into adolescENts and adults, thEy arE EXpeCteD To moVe Into these spherEs wHeRE Men are usUaLly the leadeRs as coacHeS, AdminIstratOrs, proFessors, SUPeRVisors, And oFfiCe-holders. theSe ROles may Or MaY
 the same context, are act ing within  it,and  th at  the  act ions of the me n torcan serve as a model f or th em ente e .While  the me n to r may  a ls o t al k  a bouthow  to dothis or th at,  t alking is no t  e nough. The  me ntor perform s f or the  m ent e e, pr ese nts t he men t ee wit h a demon st r ation, rathert h an  sim ply offering a co m me n tary. Mentorin g refe rs to a  sp eci al type of  r elati o nship t h at c a n e m erge when a n eophyte isg ran ted cl os e a c cess a nd at te n tio n by an est abli shed figu re who is will i ng to p rovide  su ppo rt,e nc ou rag em e nt, an d g u ida nce as t he  n ewcom er " l e a r ns t herope s" of  a new endeav or.  The ima ge th at is  mos tclear ly ass ociat ed  with mentoring  isof two me n M en tor  a nd Te l emachu s,the  profes sor and the  g r a d ua te student, the se ni o r  e xecutive  and t h eup - and-comi ng  ma nage r .  Plac ingw om en intothesep ic tu res, ei th er inth e m ent or or ment ee rol e, compl icate s  our reading o f  the relation s hi p .  W h en w e i magine teac hing or c ouns e li ngr elati onshi ps ,  t h at involve women on ly , theconte xt seems to s hift awayf r o m mentor inga nd toward nurturi ng of  family: m o thers wi th th eir daug hters, ol d e r sister s w ith  yo ung e r ,aunts with ni e c es.Tr adition all y, wome n's  te ach ing  a nd advisi ng haveta ke npl ace  in t h e privat ewor ld  of  home ,  or th e hom elik eel e men tary sc h oo l .  Eve nno w wh enwo men a re m o reand mor e involve d i n  the  w or kplaceand politics,  o ften actin ginpositi o n s of res ponsibility, it can bed ifficul t t o pla ce u s withina m entori ngf rame.This d iffic ul tys e ems t o ha veadeeper sou r c e t han w om en's  restri cted access to the res ources that m ent orsn e ed , d i sc r imi na t ion a gainst women as  potential  m e nt ees, or pr o ble ms  in def ining n onrom a ntic, c ross-sexrelations hi ps.I t  se ems that t here isan incomp a tibil i ty  betw een  how t he  "f emini ne rol e " h as be en und er stoodand t he  kind of  relationship that ment oringreall y i s. Tradit ion a lly , feminin ityhas not be enass ociat edw ith a utho r it y a n d pow er.G irls andw om enh a ve  been moree n c our agedtof ollowgend er norms that ori e nt them to see k th e rol eso f fo ll ower or friend , e xc e p t in the ir  relationsh ips with  c h ildre n. Wom en are  more l i k el y  to be  giv enauthority  as  m o thers o rte a chersof y ou ng chi ldren. It i s less likely that  wome n willh ave  auth or ity, or be v iewed as e xperts andleader s, i n are as that  1 0 May201 7Page 4 of1 4 ProQues t inv olve th emore  pr estigi ousp u blicworl dofadulthood : hi g he re duc atio n, th ework place, po l itics. A s c h ildrende vel o p  intoa do l e scents and  ad ults, t hey are ex p ecte d  t o  move  intothesespheres whe re  men ar e u s u ally theleaders a s  co ac hes,  adminis tr ator s,  pr of essors, supervi sors, an d office - h olders . T h eser oles m ay  or may
 the_same context,_are acting within it,_and that_the_actions of_the_mentor can serve_as a model_for the mentee. While_the mentor may_also_talk about how to do this or that, talking is not enough. The mentor_performs_for the_mentee,_presents_the mentee with a demonstration,_rather than simply offering a_commentary. Mentoring_refers to a special type of relationship that_can_emerge when a_neophyte is granted close access and attention by an_established figure who is willing to_provide support, encouragement,_and_guidance_as the newcomer "learns_the ropes" of a new endeavor._The image that is most clearly_associated with mentoring is of two men_Mentor and Telemachus, the professor and_the graduate student, the senior_executive and_the up-and-coming manager. Placing women_into these pictures,_either in_the mentor or_mentee role, complicates our reading of_the relationship. When_we imagine teaching or counseling relationships,_that_involve women only,_the_context_seems to_shift away from_mentoring_and toward_nurturing_of family: mothers with their daughters,_older_sisters with younger, aunts with nieces. Traditionally,_women's teaching and advising_have_taken place in the_private world of home, or_the homelike elementary school. Even now_when women_are more_and more involved in the workplace and politics, often acting in_positions of responsibility, it can be_difficult to place us_within a_mentoring_frame. This difficulty_seems_to have_a deeper source than women's restricted access_to the_resources that mentors need, discrimination against_women as potential mentees,_or_problems in defining nonromantic, cross-sex relationships._It seems that there is an_incompatibility between how the "feminine_role"_has_been understood and the kind_of relationship that mentoring really is._Traditionally, femininity has_not been associated with authority and power._Girls_and women have been more encouraged_to_follow gender norms that orient them_to_seek_the roles of follower or_friend, except in their relationships with_children. Women are more likely to be given authority_as mothers or_teachers of young children. It_is_less_likely that women will have authority, or be viewed as_experts and_leaders, in areas_that 10 May 2017 Page 4 of 14 ProQuest involve_the more prestigious public world of adulthood:_higher education, the workplace, politics. As children develop into adolescents and_adults, they are expected to move into these_spheres where men are usually the leaders_as coaches, administrators, professors,_supervisors,_and office-holders. These roles may or may