A Constructivist Grounded Theory Study of Experiences and Perceptions of Mentors and Mentees in Youth Mentoring Relationships in Zambia

This dissertation examines the experiences and perceptions of mentors and mentees in Zambia regarding youth mentoring relationships, to develop a grounded theory and a model to support mentoring practices within the Zambian context. Globally, youth mentoring is vital for holistic development, helping to mitigate disadvantages and promote positive change. However, such relationships are scarce in Africa, including Zambia, and there is limited research available on this topic. The existing youth mentoring theory is primarily based on studies from the Global North. This study asks: “What experiences and perceptions do mentors and mentees associate with youth mentoring relationships in Zambia?” A qualitative, constructivist grounded theory approach was employed, utilising both purposeful and convenience sampling. Nine in-depth, semi-structured interviews were conducted, five with mentors (one female, four males, aged 31–68) and four with mentees (one female, three males, aged 18–20). One mentor’s interview was excluded before analysis because the mentee did not meet the age criteria. All participants had been involved in mentoring for at least one year in the urban areas of Lusaka, Kabwe, and the Copperbelt. Interviews were audio-recorded, transcribed, and analysed using grounded theory´s constant comparison method. Following the initial, focused, and theoretical coding stages, four categories emerged: (A) experiencing and perceiving mentorship as a process of “mixed feelings”, (B) experiencing unwitting harm in mentoring relationships, (C) using different approaches and practices in mentoring relationships, and (D) identifying the concept of panganani with youth mentoring. These categories contribute to the current study´s substantive grounded theory, interpreted in relation to existing literature on youth mentoring. Findings reveal that mentoring relationships encountered various challenges, including a lack of support and recognition, as well as mentors' struggles with mentees' unmet basic needs and mentees' ongoing emotional and mental stress. Mentors require training and ongoing support to be effective and prevent harm to their mentees. Contextualising mentoring within Zambia’s cultural, socioeconomic, and political environments is essential, and incorporating indigenous practices, such as panganani, can enhance its effectiveness. Ultimately, youth mentoring can be a vital means of nurturing hope, particularly in situations where developmental aspirations are unmet and government assistance is scarce. This study advances youth mentoring research by introducing the culturally specific concept of panganani, emphasising the complex needs in resource-limited settings, and highlighting how untrained mentors may inadvertently cause harm. The results underscore the importance of developing ethical, culturally sensitive mentoring practices to promote positive outcomes for young people.