This study sought to establish how much time the mentor and the mentee spend together, the issues they discussed, where they met, as well as the services and information that the mentees received from the mentors (Blinn-Pike et al, 1998). Data obtained from the research was to be used in conceptualizing a theory of governing the mentor-mentee relationship.
Being a mixed method approach, the researchers collected both quantitative and qualitative data. The sample size consisted of 20 mentors who were volunteers. They were required to fill in contact forms that had both quantitative descriptive question and qualitative paths that required the mentors to describe the experience. The descriptive questions used to collect the quantitative data centered on the amount of time spend with the mentee, issues discussed between the mentee and the mentor, and the services provided by the mentor to the mentee. Subsequent data analysis of both qualitative and quantitative data followed. The mixed method approach enabled the researchers to approach the research question from different perspectives (Blinn-Pike et al, 1998). The results obtained can be used to develop a theory that will govern the mentor and mentee relationship.
This was a quantitative study that sought to outline the significance of language and cultural education on the secondary achievement of Chinese-American and Korean-American students. This study was designed to understand how language and cultural education contributed to the performance of these students. This was after a clear indication that Chinese-American students who withheld their language and cultural education registered better grades in school. Therefore, the author sought to highlight the specific contribution of language and cultural education in propelling children from these ethnic groups to success. It had been noted that students of these ethnic groups who tried to become integrated into the American culture were not as successful as