To sum up, these narratives relate situated/contextual truths in circulated spaces, causing not only "interruptions" to depart from hegemonic structures, but also "disruptions" to welcome "new meanings [to] emerge" as female narrators gain agentive means to tell their stories (Micciche, 2010, p. 178). When applied to the status of women and education in Utah, mentoring digital narratives convey mediated legacies of feminist rhetorical practices that aim to change the status quo across generations, time, and space. From this framework, the whole idea of continuity takes on new possibilities, particularly in the field of women's rhetoric.
In retrospect, the challenge to gather, group, and analyze these digital narratives "in order to communicate a fraction of their ideas to readers" (Scenters‐Zapico, 2010) has always been persistent, but research ethics would often dictate the importance of arriving at compelling insights/discoveries through data. The fact that stereotyped expectations shift with behavioral changes (Snyder, 2016) suggests the important role of mentoring in higher education and leadership development. With overlapping success stories preserved in digital format, unique perspectives and experiences could serve as innovative springboards to break Utah's patriarchal standard for advancement.
Finally, Royster & Kirsch (2012) pointed out Enoch's feminist historiographic analysis of Chicana women's survival stories, which I will also adapt here but contextualize within WRC's mentoring digital narratives project as follows:
* recovering the voices of women from ignored and overlooked spaces [through mentoring digital narratives]
* identifying recurrences of their actions inside of women's rhetorical history [viz women helping others to gain agentive means]
* contextualizing their performances within their original sociohistorical context [...] [i.e. Utah women in higher education, DSU]
* creating rhetorical theories [...] that open spaces for the rescue, recovery, and more equitable (re)inscription of women's participation [to wit, documenting women's mentoring experiences through digital narratives embodies intergenerational feminism that convey mediated legacies within the scope of women's rhetoric]
(Royster & Kirsch, 2012, p. 103)
In closing, the archival method of reconstructing feminist rhetorical performances becomes more potent with online locations. These mentoring digital narratives embody altruistic actions that are sometimes bypassed as legitimate services for professional development. They also showcase a collection of digital artifacts rife for analysis and abstraction within feminist research methodology. Apparently, those who participated in the digital narratives project articulated positive experiences with mentors to invite others to get plugged in: "This articulation occurs not through persuasive argument but through offering [...] not probing or invading but giving" (Foss & Griffin, 2010, p. 367). And such invitations toward mentoring linkages built on equality and self-worth often resemble feminist rhetorical practices.