Mentorship is considered making powerful impacts to underrepresented students (Kochan & Pascarelli, 2012). However, specific mentoring models applicable for the minoritised female students in further education have yet to be proposed in literature. This dissertation adopted a qualitative case study approach to identify key mentoring elements for ethnic female graduates from upper-secondary schools in Dien Bien (Viet Nam). It is suggested that a mentoring scheme includes five essential dimensions: objectives, selection of mentor, mentor-mentee matching, activities, and philosophical stances for an effective mentorship. More importantly, the model should embrace diversity in contexts and be based on person-centred approach to provide them with opportunities for practical experiences and learning to increase their human capital. The development of such a mentoring model has social implications for real-life efforts to support disadvantaged students in education and thus contributes to social justice.
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