Beyond Stages: Mentoring as Transitional Identity Space for | 16812
International Research Journals

Educational Research

All submissions of the EM system will be redirected to Online Manuscript Submission System. Authors are requested to submit articles directly to Online Manuscript Submission System of respective journal.

Beyond Stages: Mentoring as Transitional Identity Space for Adult Learners


Margaret Clark-Plaskie, and Julia Penn Shaw

Higher education today, particularly with individualized mentoring, provides a context that is conducive to adult identity development. Within the “transitional identity space” of the mentoring relationship, adult learners may experience a secure base from which to explore, share, and bridge their past, present, and future identities. Building on the identity work of Erikson (1950), Marcia (1966), and Kroger (2003) and integrating concepts from Vygotsky (1934) and Winnicott (1953), the authors analyzed case studies from their own mentoring experiences with adult learners. The psychosocial dynamics of adult identity development within this mentoring context (transitional identity space) were discussed, providing a conceptual framework that goes beyond developmental stages and statuses to a more fluid and process-oriented model of adult identity development.

Share this article