Purpose The purpose of this paper is to examine a long-term mentoring relationship between a White female from the Traditional Generation and an African American male from the Xennial Generation, as engaged in a mentoring relationship within higher education institutions in the USA. The study investigated if, how and to what degree the differences and similarities between them influenced their mentoring relationship. Design/methodology/approach The authors used an autoethnographic approach involving extensive questioning, dialoguing, note keeping and analysis over eight months. Findings The analysis suggested that race had the greatest influence on the relationship. The primary reasons for mentoring success were similarities in family backgrounds and commonly held values. Research limitations/implications This study may not be generalizable to mentoring relationships that do not involve cultural differences in race, age or gender. Practical implications The paper offers a model for the types of strategies individuals can use in cross-racial mentoring endeavors to help build and sustain these relationships. It also includes suggestions for individuals engaged in mentoring relationships, which include gender, race or age differences, and organizations seeking to enhance diversity within their institutions. Originality/value There is not an extensive body of research on individual cross-racial, gender and generational mentoring that provides an analysis of the experience of those involved. Additionally, the model presented for examining cross-racial mentoring relationships is unique.

中文翻译：

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探索高等教育中性别，种族和世代之间的指导

目的本文的目的是研究在美国高等教育机构中从事指导关系的传统一代白人女性与来自Xennial一代的非洲裔美国男性之间的长期指导关系。该研究调查了他们之间的异同是否，如何以及在何种程度上影响了他们的指导关系。设计/方法论/方法作者使用了一种民族志方法，涉及八个月的广泛询问，对话，笔记记录和分析。调查结果表明种族对人际关系的影响最大。指导成功的主要原因是家庭背景和共同价值观的相似性。研究的局限性/含义该研究可能无法推广到指导不涉及种族，年龄或性别文化差异的关系。实际意义本文为个人在跨种族指导工作中可以用来帮助建立和维持这些关系的策略类型提供了模型。它还包括针对个人的指导建议，其中包括性别，种族或年龄差异，以及寻求增强其机构内部多样性的组织。原创性/价值关于个人跨种族，性别和世代指导的广泛研究尚不足以对所涉人员的经历进行分析。此外，提出的用于检查跨种族指导关系的模型是唯一的。