“I am not any greater than you are”: Study explores cultural humility in mentoring.

Kumar, A. T., & Prieto-Flores, Ò. (2024). “I am not any greater than you are”: Cultivation of humility in higher education through mentoring. Innovative Higher Education.

Introduction

Humility, often misunderstood as a passive trait, has been redefined over the years as a source of strength and relational depth. Despite its potential to enhance socio-emotional skills and leadership, humility remains underexplored in Higher Education, especially in the context of mentoring. This study fills a critical gap by investigating how college-student mentors perceive and practice humility in their mentoring roles. Mentoring programs in HE are increasingly seen as catalysts for fostering attributes like generativity and cultural humility, essential for navigating diverse and complex social environments.

Methods

The study was conducted within a prestigious engineering and technology institute in India, renowned for its academic excellence and rigorous admission process. This six-month school-based mentoring (SBM) program paired 30 undergraduate and graduate student mentors with 30 mentees from rural schools. The program aimed to bridge socio-cultural gaps by engaging mentors and mentees in STEM-based activities, culminating in the production of educational videos. Mentors were extensively trained in communication, relationship-building, and ethical principles to ensure a safe and supportive environment.

Data were collected through semi-structured, one-on-one interviews with 17 mentors. Interviews were conducted in English and analyzed using the HEXACO model, focusing on honesty-humility, emotionality, extraversion, agreeableness, conscientiousness, and openness.

Results

The analysis revealed that honesty-humility, agreeableness, and conscientiousness dominated mentor narratives, while emotionality and extraversion were less pronounced. Mentors demonstrated humility through introspection, acknowledging their limitations, and adapting their behavior to enhance the mentoring relationship.

Intra-personal humility was evident in mentors’ reflections on their own growth and self-regulation. For instance, mentors reported overcoming frustration and focusing on their mentees’ learning needs, fostering an environment of mutual respect and understanding. Inter-personal humility manifested in mentors’ acknowledgment of socio-cultural disparities, as they adapted their approaches to build trust and collaboration. This was particularly significant in resolving conflicts and supporting mentees’ confidence and motivation.

Discussion

The findings underscore humility’s centrality in fostering effective mentorship and personal growth. By integrating self-awareness, relational attunement, and socio-cultural sensitivity, mentors in this study embodied emotionally intelligent leadership.

The study also highlights the potential of mentoring programs to cultivate socially responsible leadership. By bridging socio-cultural divides and fostering humility, mentors not only supported their mentees but also developed skills essential for navigating professional and personal challenges. The structured yet relational approach of the SBM program exemplifies how HE can integrate humility into its pedagogical practices to prepare students for a rapidly changing global landscape.

Implications for Mentoring Programs

This study suggests that training mentors in emotional intelligence, including humility, can enhance program outcomes and promote relational generativity. Mentoring relationships provide a fertile ground for practicing humility, as mentors navigate diverse perspectives and relational dynamics. Programs should prioritize cultural humility in training, emphasizing ongoing self-reflection and empathy, to address power imbalances and foster inclusivity.

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