Mentoring for Women in Higher Education

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mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:Arial; mso-bidi-theme-font:minor-bidi;} This article is a retrospective, reflexive account of mentoring for women in the ELT setting. After tracing the etymology of the word, it looks at its special significance for women in the ELT scenario. Professional roles are a new development for women in Pakistan, hence the need for mentoring. The article discusses the psychosocial and professional overtones of mentoring by looking at a case study. Among other things mentoring is a complex combination of counseling, tutoring and modeling. It has its phases and requires a formal initiation and closure to be effective. Confidentiality is a pre-requisite in this relationship. The case study highlights the different and changing/evolving roles of the mentor and mentee and its benefits and repercussions for both.</p

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