Mentoring is an important aspect of professional development and talent management efforts in a wide variety of fields such as health sciences, education, business, engineering, and social work. Mentoring entails forming a mutually supportive and learning relationship between the more experienced (mentor) and less experienced (protégé) colleagues for the purposes of personal support and professional learning. There is an increased interest in the topic of mentoring in the workplace on a global scale. Research indicates that those who receive mentoring rise faster in their organisations and have more success in their careers than those who did not. This book series is interested in national and international perspectives on research-based guidance and practitioner orientation for enhancing the practice and theory of mentoring, while also exploring tensions and dilemmas of mentoring processes and programmatic components. 

A volume published within this series incorporates conceptual and/or empirical workthat contributes to our understanding of various aspects of the mentoring process in a variety of organisational settings and contexts. The series does not have a particular geographic focus. Theoretical and empirical works are welcome that deal with any country or region, as well as those which are intended to provide broad, comparative overviews of a particular topic (e.g., mentoring programs; mentoring across the professions; mentoring of early career teachers; peer mentoring in higher education; connection between mentoring and coaching, new trends and approaches to mentoring; mentoring program effectiveness, etc.). 

We have proudly partnered with the International Mentoring Association for this series, with the joint aim to share practices and research with the global community for the development and enhancement of mentoring programs and relationships across disciplines and contexts.

The African American Male Series: Guiding the Next Generation Through Mentoring, Teaching, and Counseling examines the educational, social, and professional experiences of African American males across the educational pipeline and beyond. The series brings together scholars, practitioners, and community leaders to explore innovative approaches that foster the academic success, leadership development, and holistic well-being of Black men and boys.

Books in this series highlight evidence-based practices, policy implications, and transformative models of mentorship, teaching, counseling, and leadership development. Attention is given to the intersection of race, identity, access, equity, and opportunity as they shape the lived experiences of African American males in K through 12 education, higher education, and community-based settings.

The series welcomes single authored and edited volumes that explore topics such as mentoring initiatives, culturally responsive teaching, college access and persistence, community engagement, leadership development, mental health and counseling, and career advancement. Contributions may include empirical research, theoretical analyses, practitioner focused frameworks, and interdisciplinary perspectives.

By elevating both scholarship and practice, the series seeks to advance meaningful dialogue and provide actionable strategies that empower educators, counselors, administrators, policymakers, and community leaders to better support African American males in achieving their full potential.