The History of Transformative Co-mentoring (TCM): From Introduction to Theory Confirmation

Transformative Co-mentoring (TCM) was originally termed transformational co-mentoring in recognition of Meziro’s theory of transformational learning. Tranformational and transformative are utilized for the T in TCM in the literature interchangeably. TCM was developed to describe a space in the body of mentoring theory and practice that brings together transformational learning, co-mentoring, and culturally responsive teaching or practice. TCM is a new model that emerged in 2011 and required some years of application in order to ascertain if it represented a new micro-range theory of mentoring to complement co-mentoring, which has a considerable body of literature.

2011: A Case Study of Two Latinas (Gruesbeck et al)

The annual UNM Mentoring conference is a premier event in the field of mentoring where scholars and practitioners come together to learn and to enhance the field. In 2011 the ground-breaking idea of Transformational Co-mentoring (TCM) was introduced by Flores-Duenas and Anaya. The authors presented a case study involving two Latinas that revealed a new form of mentoring. In the case study the authors laid the groundwork for a new theory to emerge, based initially on the experiences of two k-12 students. The authors identified an important gap in mentoring theory and practice:

[A]lthough much literature can be found on mentoring between peers at the professional/graduate school levels, fewer studies have focused on relationships that are rooted in resiliency and understanding of social and ethnic identity as a form of empowerment.

The authors explained the value of combining co-mentoring and transformational learning within a LatCraft framework addressing the “multilayered and intersectional lives of minority students.”

This inclusive approach to mentoring allows for Gallimore’s concept of ‘natural’ mentoring to take place and eventually recreates itself as a co-mentoring model in which the distinctions between mentor and mentee are blurred. This new embodiment of a mentoring relationship then takes on a transformational essence.

In that moment in 2011 the authors explored the concepts that would later be recognized by Austin and Howlett (2013) as a new model and introduced into practice by Ramos-Diaz, Strom, Howlett, Renker, and Janis (2015).

2013: A Proposed Theory of TCM (Austin & Howlett)

At the 2013 UNM Mentoring Conference, Austin and Howlett presented a second case study involving two adults engaged in a professional co-mentoring relationship that included the experiences of co-mentoring and transformational learning reported by Flores-Duenas and Anaya. Austin and Howlett recognized the common theoretical foundations between the two case studies and identified the need to formalize the concept from a new term to a new model. It was evident from their experiences that the concept introduced by Flores-Duenas and Anaya was applicable in an altogether different setting (working adults) and could be experienced by individuals from a different ethnic and cultural group than those represented in the initial publication.

Based on further exploration of mentoring literature and the new case study, Austin and Howlett provided the framework for TCM, which includes four principles: (1) egalitarian collaboration; (2) coming from a place of not knowing (3) humility; and (4) learning centered. These four pillars enable tranformational change to occur for both participants in the mentoring relationship, and also provide the ingredients essential to a culturally responsive mentoring relationship.

The model’s grounding principle is that masterful mentors are themselves masterful learners. Thus, the model is egalitarian and collaborative, with the goal of creating synergistic learning within the relationship.

The model assumes that the co-mentoring partners bring important, substantive goals to the process, and by virtue of this, they are to some extent disoriented and vulnerable in their not knowing.

This mutual state of not knowing conveys personal humility and creates a powerful interdependence in the mentoring partnership. Each co-mentoring participant brings an openness to learning as well as a commitment to support the other’s learning. This dynamic is fundamental to the psychological safety of the relationship that promotes risk-taking, learning, and performing, and it is a primary way that humility is enacted.

The process is learning-centered as opposed to instructor-centered, content-centered or learner-centered. There is an expectation that learning will occur within the relationship that includes but also moves beyond the subject matter expertise brought by each participant.

The ability to transfer the idea of TCM between such different settings and people when comparing the Greusbeck et al case study with the case presented by Austin and Howlett demonstrates that TCM, as a theory, “fits,” to use the Lincoln and Guba (1985) term. Lincoln and Guba suggested the degree of transferability of a theory is a direct function of fittingness. Austin and Howlett, thus, recognized Gruesbeck et al’s new form of mentoring was, in fact, a new theory, due to its evident transferability. The theory was further substantiated through its application to a similar setting as that described by Gruesbeck et al when TCM was applied to a health science education pathway program.

2015: TCM Applied to a Health Science Degree Pathway Program (Ramos-Diaz, Strom, Howlett et al)

The TCM model was implemented by Ramos-Diaz et al in the Roots to Wings (RTW) Transformative Co-mentoring program, which is a science and healthcare pathway for Native American and Latino youth, grades six to twelve. A subsequent presentation of the application of TCM on a larger scale was delivered by Ramos-Diaz at the 2015 UNM Mentoring conference. Since then, an array of presentations, articles, and book chapters have been written about the subject, including a soon to be released chapter by Ramos-Diaz, Janis, Stahobe, Howlett, Renker, and Yellowash.

Over the last five years RTW has shown TCM to be a vibrant theory and practice of mentoring, well-suited for culturally responsive teaching with larger groups. The expansion of TCM from its original application with mentoring diads to mentoring groups involving three youth and an osteopathic medical student further demonstrated the robustness of the model and lends additional credence to the declaration that TCM is a robust theory.

Current State and Next Steps for TCM

The history of TCM has shown that the theory represents the interaction of three other theories: culturally responsive teaching (Gay, 2010), transformational learning (Mezirow, 2000), and co-mentoring (Mullen, 2000). The next phase of maturity for TCM is the determination of an agreed upon definition to support theory refinement and research.

References

Austin J., Howlett, B. (2013 Oct). Humility in mentoring: A model for fostering co-creation of knowledge. The Mentoring Institute Sixth Annual Mentoring Conference in Albuquerque, NM.

Flores-Duenas, L., Anaya, M.. (2011 Oct.) Transformational co-mentoring of two Latinas: Social and ethnic identity as a form of empowerment. UNM Mentoring Conference in Albuquerque, NM.

Gay G. (2010). Culturally responsive teaching: Theory, research and practice. Columbia University Teachers College Press: NY.

Mezirow J. (2000). Learning as transformation Critical perspectives on a theory in progress. Jossey-Bass.

Mullan, C.A. (2010 Jun.) Constructing co-mentoring partnerships: Walkways we must travel. Theory Into Practice. 39(1):4-11.

Ramos-Diaz, M.R., Strom, H., Howlett, B., Renker, A., Janis, M. (2015 Oct). Roots to Wings: Using mentoring to form a health science degree pathway for Native Americans. 8th Annual Mentoring Conference. Albuquerque, NM.