In some parts of Nigeria, many girls do not attend school, and among those sent to school, many still drop out early. This and other socio-cultural factors affect girls psychologically. There is no doubt that girls need consistent love and tutoring to guide them through the turbulent teen years and beyond. They need a mentor who acts as a friend and a role model. The Mobile-based Mentoring Platform seeks to leverage on mobile technology's affordances to focus on the needs of the girl-child, such as improvement in academic achievement, guidance in career choice, development of self-concept, and esteem. The girl-mentees comments revealed that using the platform provided them frequent access to mentors and access to learning opportunities. The challenges they faced include epileptic internet network, intrusions by parents, and others. Therefore, this paper examined the challenges and benefits of mentoring girls via a mentoring platform.

Adolescents often migrate unaccompanied by a caregiver, facing specific risks. Mentoring has been identified as a strategy with positive results for youth at risk. Its application with unaccompanied minors (UM) refugees and asylum seekers has gained momentum within EU countries receiving refugee citizens from the EU relocation program. Portugal hosts the fourth highest number of Middle East and North Africa UM refugees and asylum seekers among EU countries. Thus, it´s relevant to review strategies and intervention programs, focused on mentoring to inform future programs in Portugal supporting UM. This article aims to describe the use of mentoring strategies towards integrating UM refugees, and how this has been taking place in Portugal. This review has the potential to inform professionals, namely social education professionals involved in the Portuguese refugee relocation program and encourage the discussion about creating based mentoring-based programs for this target group.

The prevalence of stunting in young Indonesian children is the highest among Southeast Asian Nations, and is associated with poor growth during the prenatal and early postnatal periods. A maternal mentoring program was developed for Indonesian women to improve birth outcomes. A cluster randomized control trial (CRCT) was conducted in three sub-districts of the Special Re-gion of Yogyakarta, Indonesia. A total of 384 eligible participants were randomly allocated to either intervention (received maternal mentoring program and standard care; n=189) or control (received standard care only; n=195). The maternal mentoring program provided preconception health education; health monitoring; and text message reminders for preconception women. Fetal growth was measured between gestational weeks 27-30 using estimated fetal weight generated from ultrasonographic measurement. Birth weight was measured within 24 hours of birth. A structured questionnaire captured women’s’ demographics, pregnancy readiness, and body mass index (BMI. After adjustment, fetal weight was 14% (95% CI: 5.1-23.0) higher in the intervention group than in the control group, and the average weight-for-length Z-score at birth was 0.16 (95% CI: 004-0.30) higher in the intervention group than in the control group. A maternal mentoring program was associated with improved fetal growth and birth weight in this population.

The purpose of this study was to model the impact of mentoring on women’s work-life balance. Indeed, this study considered mentoring as a solution to create a work-life balance of women. For this purpose, semi-structured interviews with both mentors and mentees of Tehran Municipality were conducted and the collected data were analyzed using constructivist grounded theory. Findings provided a model of how mentoring affects women's work-life balance. According to this model, role management is the key criterion for balancing work-life of women. In this model, antecedents of role management and the contextual factors affecting role management, the constraints of mentoring in the organization, as well as the consequences of effective mentoring in the organization are described. The findings of this research contribute to the mentoring literature as well as to the role management literature and provide recommendations for organizations and for future research.

Recent years have seen organizations increasingly shift towards the development of a mentoring culture, as opposed to the imposition of formalized mentoring programs. This original research paper set out to explore the utility of fostering mentoring cultures within higher education settings with a particular emphasis placed on the ways in which a mentoring culture may support the nurturing of leadership potential and serve underrepresented minority faculty and staff members. Primary data was gathered using an open-ended qualitative survey, which was followed up by semi-structured interviews. One hundred faculty members in diverse academic and administrative leadership roles across the United States were sent online surveys, with 18 individuals expressing interest in participating in a semi-structured interview. Those who responded affirmatively were then contacted via telephone to follow up with further questions. Analysis of their insights, in conjunction with analysis of other literature, suggests that the cultivation of a mentoring culture offers diverse benefits for mentees advancing into leadership positions; for mentors; and for the institution as a whole. Overall, the development of a mentoring culture characterized by informal, spontaneous exchanges, and tailored to the needs of underrepresented minority faculty members, appears to be a useful tool in enhancing leadership potential in higher education contexts.

In most world’s countries, scholarship evaluation for tenure and promotion continues to rely on conventional criteria of publications in journals of high impact factor and grant funding. Continuing to hire and promote scholars for their achievements in research and in securing research funds exposes universities at risk because students, directly and indirectly through government funds, are the main source of revenues for academic institutions, whereas talented young researchers are those who actually carry out most of the published research. Purposeful scholarship evaluation needs to include all three areas of scholarly activity: research, teaching and mentoring, and service to society. Young scholars seeking tenure and promotion benefit from the practice of open science because it provides better and more impactful results with respect to each of the three areas of scholarship.

The ability to self-direct a research program determines graduate degree completion. Yet, research on incompletion of graduate physics programs assume students’ present level of self-direction adequate and neglects to recognize a lack of self-directed learning as key. One theoretical mathematical physicist focused on changing this challenge of physics graduate education by promoting self-directed learning through the type research flow that has been found to bring the greatest satisfaction to researchers with respect to their insights. This he provided through his space, time, open mindedness and theoretical contributions with his students and in collaboration with his colleagues. A self-directed learner himself, David J. Rowe developed methods of mentoring for encouraging physics graduate students to recognize symmetry as valuable in identifying solutions to problems quickly—helping these students take the lead in finding insightful resolutions to complex, multidimensional, mathematical physics uncertainties. How Rowe set about supporting self-directed learning in his graduate physics education interactions will be examined with the use of narrative research to interpret the texts and conversations with the author he made available. His techniques will be presented and recommendations made regarding how Rowe’s work in this regard can be modeled to improve self-direction in STEM graduate education.