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Faculty-graduate student mentoring relationships: Mentors' perceived roles and responsibilities
Abstract
Scholars have demonstrated that one of the most important factors that graduate students use to ascertain the quality of their
educational experience is their relationship with faculty. Research on faculty-graduate student mentoring relationships has
provided valuable insights about effective practices that foster the success of graduate students. While these relationships
are beneficial to both the mentor and mentee, the literature on faculty-student mentoring relationships primarily has focused
either on mentoring relationships with undergraduate students or on specific types of interactions between graduate students
and faculty. This article adds to the existing literature by exploring faculty mentors’ perceived roles and responsibilities
in their mentoring relationships with their graduate students. Data were drawn from interviews with 15 underrepresented faculty
members from one research university. Findings reveal that faculty-graduate student relationships can be described by three
broad descriptors that characterize participants’ roles and responsibilities—faculty members as Allies, Ambassadors, and Master-Teachers.
KeywordsFaculty–Graduate students–Mentoring–Higher education
... University faculty provide instructional leadership and supervision to graduate students researching and seeking answers to real-world problems. As graduate supervisors, faculty members instruct and guide students to complete coursework, articulate their research problems, and conduct research (Knox et al., 2006;Lechuga, 2011). Exchanges or interactions between these faculty advisors and graduate students have become known as the faculty advisor-advisee or supervisor-student relationship. ...
... Faculty-graduate student relations transcend academics to include professional Since the Middle Ages and throughout subsequent history, the relationship between faculty advisors and graduate students has evolved from a master-servant arrangement where the faculty advisor holds superordinate agency in providing instructional and research leadership (Whittington & Barnes, 2021) to models that allow more students' input, if not complete autonomy (Cassuto & Van Wyck, 2021;Gurr, 2001;Robertson, 2017;Vehviläinen & Löfström, 2016). Today, scholars use different terms to describe this bond, such as cognitive apprenticeship, advisement, collaboration, mentoring, and socialisation (Anderson & Carta-Falsa, 2002;Bégin & Géarard, 2013;Boyle & Boice, 1998;Cotten & Wilson, 2006;Frankel & Swanson, 2002;Jazvac-Martek, 2009;Kim et al., 2018;Lechuga, 2011;Weil, 2001). These terms have slightly different meanings depending on the context of graduate education, but they all generally refer to the alliance between professors and graduate students. ...
... Researchers analyse the GS-FA relationship using different themes rather than a standardised methodology. These themes include interpersonal issues such as co-authorship, unfair treatment, sexual relationships, mentorship, socialisation processes, roles and responsibilities, and ethical considerations (Boyle & Boice, 1998;Brown & Krager, 1985;Fetzer, 2008;Lechuga, 2011;Sandler & Russell, 2005;Sullivan & Ogloff, 1998 Kim et al. (2018) investigate the career motivations of doctoral students in a US research university and find that most students prefer jobs in academia. As reported, these students prefer jobs in the academy for purposes of reputation (personal and institutional) and their desires for an academic relationship with a particular advisor. ...
The relationship between graduate students and faculty members is a topic of great interest in higher education. While there is a wealth of theoretical and empirical research on the subject, discussions overlook the social dynamics that shape these relationships. This article seeks to fill this gap by presenting a conceptual framework that considers crucial components, including interpretations, reciprocal roles and responsibilities, relational factors, and effects, in analysing graduate student-faculty advisor relationships. By exploring these elements, the article offers a comprehensive framework that accounts for the nuances and limitations of these relationships and provides recommendations for best practices.
... University faculty provide instructional leadership and supervision to graduate students researching and seeking answers to real-world problems. As graduate supervisors, faculty members instruct and guide students to complete coursework, articulate their research problems, and conduct research (Knox et al., 2006;Lechuga, 2011). Exchanges or interactions between these faculty advisors and graduate students have become known as the faculty advisor-advisee or supervisor-student relationship. ...
... Faculty-graduate student relations transcend academics to include professional Since the Middle Ages and throughout subsequent history, the relationship between faculty advisors and graduate students has evolved from a master-servant arrangement where the faculty advisor holds superordinate agency in providing instructional and research leadership (Whittington & Barnes, 2021) to models that allow more students' input, if not complete autonomy (Cassuto & Van Wyck, 2021;Gurr, 2001;Robertson, 2017;Vehviläinen & Löfström, 2016). Today, scholars use different terms to describe this bond, such as cognitive apprenticeship, advisement, collaboration, mentoring, and socialisation (Anderson & Carta-Falsa, 2002;Bégin & Géarard, 2013;Boyle & Boice, 1998;Cotten & Wilson, 2006;Frankel & Swanson, 2002;Jazvac-Martek, 2009;Kim et al., 2018;Lechuga, 2011;Weil, 2001). These terms have slightly different meanings depending on the context of graduate education, but they all generally refer to the alliance between professors and graduate students. ...
... Researchers analyse the GS-FA relationship using different themes rather than a standardised methodology. These themes include interpersonal issues such as co-authorship, unfair treatment, sexual relationships, mentorship, socialisation processes, roles and responsibilities, and ethical considerations (Boyle & Boice, 1998;Brown & Krager, 1985;Fetzer, 2008;Lechuga, 2011;Sandler & Russell, 2005;Sullivan & Ogloff, 1998 Kim et al. (2018) investigate the career motivations of doctoral students in a US research university and find that most students prefer jobs in academia. As reported, these students prefer jobs in the academy for purposes of reputation (personal and institutional) and their desires for an academic relationship with a particular advisor. ...
The relationship between graduate students and faculty members is a topic of great interest in higher education. While there is a wealth of theoretical and empirical research on the subject,
discussions overlook the social dynamics that shape these relationships. This article seeks to fill this gap by presenting a conceptual framework that considers crucial components, including interpretations, reciprocal roles and responsibilities, relational factors, and effects, in analysing graduate student-faculty advisor relationships. By exploring these elements, the article offers a comprehensive framework that accounts for the nuances and limitations of these relationships and provides recommendations for best practices.
... For example, graduate students work very closely with their faculty advisors for years, frequently meeting and collaborating on projects, while receiving in-depth training from their advisors in preparation for their own careers after graduation. In this way, faculty advisors play a guiding teacher role in their graduate students' training (Lechuga, 2011). However, faculty advisors occupy roles beyond a guiding teacher, also serving as "allies" to their students during conflict and acting as their students' "ambassadors" to academia and their career fields (Lechuga, 2011). ...
... In this way, faculty advisors play a guiding teacher role in their graduate students' training (Lechuga, 2011). However, faculty advisors occupy roles beyond a guiding teacher, also serving as "allies" to their students during conflict and acting as their students' "ambassadors" to academia and their career fields (Lechuga, 2011). Occupying the simultaneous roles of guiding teacher, ally, and ambassador to their graduate student advisees positions faculty advisors to be one of the most important factors characterizing graduate students' educational experiences, and often results in a closeness that cannot be replicated in undergraduate faculty advising relationships (Lechuga, 2011;Schroeder & Mynatt, 1993). ...
... However, faculty advisors occupy roles beyond a guiding teacher, also serving as "allies" to their students during conflict and acting as their students' "ambassadors" to academia and their career fields (Lechuga, 2011). Occupying the simultaneous roles of guiding teacher, ally, and ambassador to their graduate student advisees positions faculty advisors to be one of the most important factors characterizing graduate students' educational experiences, and often results in a closeness that cannot be replicated in undergraduate faculty advising relationships (Lechuga, 2011;Schroeder & Mynatt, 1993). ...
Many universities have implemented mandatory reporting policies requiring most employees to report sexual harassment to the Title IX office, even if the victim/survivor does not want them to. Such policies constrain survivor autonomy and are particularly relevant for graduate students, who work closely with designated mandated reporter employees. This study examined graduate student sexual harassment survivors’ experiences disclosing to mandatory reporters, including interactions with mandatory reporters and the outcomes of their reports. We conducted interviews with graduate student survivors whose experiences were reported to their university's Title IX office and analyzed data from the cases involving a mandated report. Using thematic analysis, we identified three themes: survivors lacked knowledge that they were disclosing to a mandatory reporter, mandatory reporters lacked knowledge about Title IX processes, and mandatory reporters provided support. When analyzing outcomes of mandated reports, most did not result in formal grievance procedures, and the few that were investigated and adjudicated did not result in meaningful sanctions. Accommodations were rarely used, because they were not offered, were not perceived as helpful, or their requests were denied. Findings suggest that the purported goals of mandatory reporting policies were not met and that polices should afford survivors more autonomy.
... One important aspect of the graduate doctoral student experience is the opportunity for interaction between faculty and student (Acevedo-Gil & Madrigal- Garcia, 2018;Curtin et al., 2016;Dedrick & Watson, 2002;Lechuga, 2011;Mireles-Rios & Garcia, 2019). Research has shown that relationships with peers, faculty, and staff improves the persistence and graduation rates of doctoral students (Acevedo-Gil & Madrigal- Garcia, 2018;Curtin et al., 2016;Dedrick & Watson, 2002;Mireles-Rios & Garcia, 2019). ...
... Research has shown that relationships with peers, faculty, and staff improves the persistence and graduation rates of doctoral students (Acevedo-Gil & Madrigal- Garcia, 2018;Curtin et al., 2016;Dedrick & Watson, 2002;Mireles-Rios & Garcia, 2019). This interaction aids in increasing the likelihood of student success within the graduate program and beyond, including an increase in employment opportunities and the development of professional skills and growth (Curtin et al., 2016;Lechuga, 2011;Dedrick & Watson, 2002;Torres & Hernandez, 2009). Doctoral students are traditionally socialized and guided through doctoral programs by faculty mentors who provide mentorship as a type of apprenticeship that is designed to help these students navigate their journey (Acevedo-Gil & Madrigal- Garcia, 2018;Curtin et al., 2016;Dedrick & Watson, 2002). ...
... Based on the synthesis of the thematic results, what we offer next are recommendations for practice. (Acevedo-Gil & Madrigal-Garcia, 2018;Lechuga, 2011;Villasenor et al., 2013). Although one of the best ways to accomplish this goal is to pair Latina doctoral students with Latina faculty mentors (Acevedo-Gil & Madrigal- Garcia, 2018), this can be a challenge given underrepresentation of Latina faculty members who can serve as mentors for Latina doctoral students (Alarcón, & Bettez, 2017;Lechuga, 2011Villasenor et al., 2018Reyes, & Munoz, 2013). ...
The purpose of this phenomenological study is to explore the
experiences of doctoral students during the process of socialization as
students and professionals and as they attempt to develop their profes�sional identities. This study uses Graduate Socialization Theory, and
the data is made up of interviews and focus groups of graduate stu�dents within a college of education. The findings suggest that doctoral
students face a myriad of challenges throughout their program that may
stifle their socialization and hinder the development of their professional
identities. The findings indicate that faculty, staff, and administrators
could offer specific supports that could increase graduate student socialization, which may increase the likelihood of professional success for
graduate students. These findings, the related implications for doctoral
education, and suggestions for further research are discussed.
... One important aspect of the graduate doctoral student experience is the opportunity for interaction between faculty and student (Acevedo-Gil & Madrigal- Garcia, 2018;Curtin et al., 2016;Dedrick & Watson, 2002;Lechuga, 2011;Mireles-Rios & Garcia, 2019). Research has shown that relationships with peers, faculty, and staff improves the persistence and graduation rates of doctoral students (Acevedo-Gil & Madrigal- Garcia, 2018;Curtin et al., 2016;Dedrick & Watson, 2002;Mireles-Rios & Garcia, 2019). ...
... Research has shown that relationships with peers, faculty, and staff improves the persistence and graduation rates of doctoral students (Acevedo-Gil & Madrigal- Garcia, 2018;Curtin et al., 2016;Dedrick & Watson, 2002;Mireles-Rios & Garcia, 2019). This interaction aids in increasing the likelihood of student success within the graduate program and beyond, including an increase in employment opportunities and the development of professional skills and growth (Curtin et al., 2016;Lechuga, 2011;Dedrick & Watson, 2002;Torres & Hernandez, 2009). Doctoral students are traditionally socialized and guided through doctoral programs by faculty mentors who provide mentorship as a type of apprenticeship that is designed to help these students navigate their journey (Acevedo-Gil & Madrigal- Garcia, 2018;Curtin et al., 2016;Dedrick & Watson, 2002). ...
... Based on the synthesis of the thematic results, what we offer next are recommendations for practice. (Acevedo-Gil & Madrigal-Garcia, 2018;Lechuga, 2011;Villasenor et al., 2013). Although one of the best ways to accomplish this goal is to pair Latina doctoral students with Latina faculty mentors (Acevedo-Gil & Madrigal- Garcia, 2018), this can be a challenge given underrepresentation of Latina faculty members who can serve as mentors for Latina doctoral students (Alarcón, & Bettez, 2017;Lechuga, 2011Villasenor et al., 2018Reyes, & Munoz, 2013). ...
The purpose of this phenomenological study is to explore the
experiences of doctoral students during the process of socialization as
students and professionals and as they attempt to develop their profes�sional identities. This study uses Graduate Socialization Theory, and
the data is made up of interviews and focus groups of graduate stu�dents within a college of education. The findings suggest that doctoral
students face a myriad of challenges throughout their program that may
stifle their socialization and hinder the development of their professional
identities. The findings indicate that faculty, staff, and administrators
could offer specific supports that could increase graduate student socialization, which may increase the likelihood of professional success for
graduate students. These findings, the related implications for doctoral
education, and suggestions for further research are discussed.
... One important aspect of the graduate doctoral student experience is the opportunity for interaction between faculty and student (Acevedo-Gil & Madrigal- Garcia, 2018;Curtin et al., 2016;Dedrick & Watson, 2002;Lechuga, 2011;Mireles-Rios & Garcia, 2019). Research has shown that relationships with peers, faculty, and staff improves the persistence and graduation rates of doctoral students (Acevedo-Gil & Madrigal- Garcia, 2018;Curtin et al., 2016;Dedrick & Watson, 2002;Mireles-Rios & Garcia, 2019). ...
... Research has shown that relationships with peers, faculty, and staff improves the persistence and graduation rates of doctoral students (Acevedo-Gil & Madrigal- Garcia, 2018;Curtin et al., 2016;Dedrick & Watson, 2002;Mireles-Rios & Garcia, 2019). This interaction aids in increasing the likelihood of student success within the graduate program and beyond, including an increase in employment opportunities and the development of professional skills and growth (Curtin et al., 2016;Lechuga, 2011;Dedrick & Watson, 2002;Torres & Hernandez, 2009). Doctoral students are traditionally socialized and guided through doctoral programs by faculty mentors who provide mentorship as a type of apprenticeship that is designed to help these students navigate their journey (Acevedo-Gil & Madrigal- Garcia, 2018;Curtin et al., 2016;Dedrick & Watson, 2002). ...
... Based on the synthesis of the thematic results, what we offer next are recommendations for practice. (Acevedo-Gil & Madrigal-Garcia, 2018;Lechuga, 2011;Villasenor et al., 2013). Although one of the best ways to accomplish this goal is to pair Latina doctoral students with Latina faculty mentors (Acevedo-Gil & Madrigal- Garcia, 2018), this can be a challenge given underrepresentation of Latina faculty members who can serve as mentors for Latina doctoral students (Alarcón, & Bettez, 2017;Lechuga, 2011Villasenor et al., 2018Reyes, & Munoz, 2013). ...
The purpose of this phenomenological study is to explore the
experiences of doctoral students during the process of socialization as
students and professionals and as they attempt to develop their profes�sional identities. This study uses Graduate Socialization Theory, and
the data is made up of interviews and focus groups of graduate stu�dents within a college of education. The findings suggest that doctoral
students face a myriad of challenges throughout their program that may
stifle their socialization and hinder the development of their professional
identities. The findings indicate that faculty, staff, and administrators
could offer specific supports that could increase graduate student socialization, which may increase the likelihood of professional success for
graduate students. These findings, the related implications for doctoral
education, and suggestions for further research are discussed.
... These instances were indicative of stress, isolation, and emotional distress which impacted one's performance (Cassidy et al., 2017). To date, few studies have addressed potential cyberbullying victimization of students by their faculty, which may be increasingly important for graduate students who are often supervised by faculty and mentors in educational and occupational settings (Lechuga, 2011). Cyberbullying literature at the graduate level focuses primarily on workplace victimization, where students experienced harassment, belittlement, punishment, managerial misconduct, and exclusion by faculty (Cassidy et al., 2014;Goodboy et al., 2015;Martin et al., 2015); this resulted in feelings of burnout, exhaustion, cynicism, meaninglessness, and incompetence. ...
... It is critical to acknowledge how the climate of higher education institutions may perpetuate instances of cyberbullying victimization. For instance, the pressure to succeed, produce, and progress through degree programs or workplace promotions may increase the already prevalent stressors of university members' everyday lives (Findlow, 2008;Jacobson, 1992;Kezar & Gehrke, 2016;Lechuga, 2011); this tension may spill over into one's interactions with students, faculty, and staff, leading to instances of aggression or harm towards others. Ultimately, findings regarding the prevalence of cyberbullying in academia are mixed. ...
Cyberbullying victimization of sexual minoritized students has been linked to negative consequences, but less is known about cyberbullying and its impact on the graduate student experience. This thematic analysis explored how 10 graduate students defined, experienced, and observed cyberbullying victimization and its associated negative consequences, and whether instances of cyberbullying were attributable to students' sexual identities. The researchers used thematic analysis to unearth three themes: (1) hostile tech-based communications were a common source of cyberbullying among faculty, staff, and students; (2) students felt powerless due to hierarchical power structures; and (3) students described graduate school as a culture of struggling in solidarity, where negative physical, mental, and emotional consequences were expected aspects of the experience. Although this study did not uncover cyberbullying victimization resulting from one's sexual identity, some sexually minoritized students reported utilizing substances to cope with their potential identity-related experiences. Overall, this study sought to shed light on graduate students' experiences with cyberbullying victimization in higher education and encourage institutions to cultivate environments that are mutually respectful and inclusive of sexually diverse students, faculty, and staff.
... 12,13 Advisors help their advisees develop as researchers and professionals in academia by collaborating with them on research projects, guiding them through the dissertation process, socializing them within the academic community, advocating for them, and supporting them. 12,14 Advisees' and advisors' perceptions of research efficacy, the ease of working together, and the perceived costs and benefits of working together all influence the advisor/advisee relationship. 3 Other characteristics of the advisor/advisee relationship make a difference in the successful outcomes of the relationship. ...
... 20 For example, graduate students who belong to minority groups sometimes consider leaving their degrees due to experiencing subtle acts of discrimination (e.g., microaggressions) from their advisors. 14,21,22 Graduate student mental health disclosure to advisors Graduate students are more prone to mental health issues than their non-student counterparts. 1 These mental health issues often include burnout, emotional exhaustion, stress, depression, and anxiety. ...
Objective: Graduate students are more likely to experience mental illness than their peers in the general population. One potential source of support for personal issues and/or mental illness is a graduate student's faculty advisor. Although the relationship between faculty advisors and graduate students can positively influence the success and overall well-being of graduate students, graduate students may be reluctant to disclose mental health issues to their advisors. This study explores graduate students' perspectives on factors that influence their decision to disclose, or not to disclose, personal mental health information to their faculty advisor. Participants: The participants for this study were 28 graduate students from three universities in the southern United States. Methods: Four semi-structured focus groups were conducted over Zoom. Results: Thematic analysis of a series of focus groups with graduate students identified several consistent themes related to this disclosure decision-making process. Conclusions: Results have implications for mental health literacy and interpersonal communication interventions for those charged with mentoring graduate students.
... This lends significant substance to the belief that most graduates consider a graduate program in business to improve their managerial acumen, with teamwork and presentations considered the most important contributors to the learning process. But, again, the findings are in line with the study of [28], [29]. Table 9 reports on the graduate's opinions concerning significant salary increase after graduation; 38.8 percent agreed with the assertion, 19.1 percent agreed strongly, 14.8 percent were neutral, and 19.1 percent disagreed. ...
... Most of the graduates looked forward to an improved job status within the company, besides being entrusted with added responsibilities. The finding confirms other results [28] regarding salary increases. The research shows that graduate business studies positively affect managerial skills and capabilities, which in turn affects the compensation of the graduate and has a wide-ranging impact on a graduate's career advancement and quality of life. ...
There is a debate around the world about the role of higher education institutions in emerging economies in producing employable graduates. With the industry's ever-changing requirements, do the graduates have the required knowledge, skills, values, attributes, and competency to cope with the job's requirements? Are the students able to contribute positively to the organization they work for? This paper examines the perceived effects of graduate business education in attaining personal and professional development like leadership skills, managerial capabilities, increase in salary, job status, job change, and overall standard of living of graduates. This study aims to understand the impact of graduate business education on graduates’ careers. Career impact is measured in terms of change in leadership positions, increase in salary, job status, job change, and standard of living. The study’s implication is to understand the expected unexpected industry accordingly, bring changes in the curriculum, and assist business schools in taking initiatives to increase the employability of graduates.
... Furthermore, a key element of the phenomenon of mentoring was the process of anticipatory socialization (Murray & Male, 2005), in which mentors empowered mentees to feel a sense of belonging or acceptance into the profession. Other researchers have corroborated that mentors view providing professional acceptance as important (e.g., Boyle & Boice, 1998;Busch, 1985;Hesli et al., 2003;Lechuga, 2011). Specifically, Lechuga (2011) called faculty "agent[s] of socialization" in that they help mentees gain the skills and learn the norms and values of their discipline. ...
... Other researchers have corroborated that mentors view providing professional acceptance as important (e.g., Boyle & Boice, 1998;Busch, 1985;Hesli et al., 2003;Lechuga, 2011). Specifically, Lechuga (2011) called faculty "agent[s] of socialization" in that they help mentees gain the skills and learn the norms and values of their discipline. Mentors in this study offered professional acceptance through a variety of actions, such as verbalizing respect for mentee's ideas, discussing mentees' professional progress, and breaking down the hierarchy between mentors and mentees. ...
Mentoring is a critical element in the well-being, socialization, and professional identity development of graduate students. Yet in music education, little is known about the graduate student mentoring experience from the mentors’ perspective. Therefore, the purpose of this mixed-methods study was to examine music teacher educators’ perspectives on and experiences with graduate student mentoring. We used a concurrent nested approach to mixed-methods phenomenological research (QUAN + PHEN) with a survey of a national sample of music teacher educators ( N = 142) and a phenomenology built from a three-interview series with individuals ( n = 6) at various career stages. After analyzing each phase separately, we engaged in data integration and interpretation of study findings to reveal a description of current mentoring practices and beliefs. Key elements include relationship building, a multilayered community of practice, and intentional acts of anticipatory socialization that empower students as they transition to the role of colleague.
... Contrastingly, protective factors, such as relatives, friends, faculty, and fellow students, are instrumental in buoying students' mental wellness, (Tompkins et al. 2016), although graduate students may be reluctant to seek these resources (Small 2017). Moreover, program faculty may serve as a protective factor to mitigate the stress and mental health challenges often associated with graduate studies (Lechuga 2011). ...
... Several students discussed how the program faculty served as internal support. This aligns with much of the extant research underscoring the salience of supportive program faculty, within the context of graduate education (Lechuga 2011;Tompkins et al. 2016) and CES (e.g., Foss-Kelly and Protivnak 2017; Grady et al. 2014;Haskins et al. 2013;Holm, Prosek, and Godwin Weisberger 2015;Lamar and Helm 2017). A novel finding from the present study is that, even amid the pandemic, some graduate students faced pushback from faculty regarding accommodating students' health and safety concerns. ...
In response to the critical gap in the literature, the research team conducted a phenomenological study of first-semester counseling master’s students’ experiences amid the COVID-19 global pandemic. The following themes emerged: academic supports, external supports, meaning-making, academic stressors, and external stressors. Implications for counselor education programs are explored, along with limitations and areas for future research.
... Support systems as a coping mechanism was the third most common mechanism mentioned in this study. Prior studies have noted the importance of familial and friend-based support systems, but the stories from PhD Balance indicate that other non-family and friend support systems can play an even larger role for students [12], [13]. These other support systems can be the department or institution in which a student is based. ...
... Advisors were also one of the most common graduate school stressors, which is supported by prior studies [2], [7], [22]- [28], [9], [12], [13], [17]- [21]. Advisors are generally responsible for their projects, funding, course load, publications, and steps towards graduation. ...
Poor mental health among graduate students, especially those in STEM fields, is a growing problem [1]. Recent studies have shown that graduate students are twice as likely to have or develop a psychiatric disorder than the rest of the average, educated population, and this statistic does not show signs of decreasing [2]. Mental health decline in graduate students is
associated with time in program, infrequency of advisor meetings, high pressure to publish, and poor work/life/family balance [3]. Academics agree that increasing rates of mental health issues within graduate student populations is a problem, however little is known about the experiences that cause these mental health issues. Additionally, not many studies explore how to improve the mental health crisis in post-baccalaureate education spaces [4], [5]. This study set out to explore the current experiences of graduate students and infer ways to improve their mental health. In 2018, PhD Balance (formerly The Ph_D_epression) was started on Instagram, a photo and video-based blogging social media. The page was created to provide graduate students a place to talk about their shared experiences and struggles in academia. Community members submit stories about their difficulties, which are then posted on the Instagram account; contributors can decide whether they want their name and personal profile associated with the story, or if they prefer to remain anonymous to the community at large. Since its founding, PhD Balance has changed its name, become a registered LLC, and expanded beyond Instagram to Twitter and its website, where it also provides non-medical resources. The main purpose of the multi-platform organization is still to share common experiences and create community. The stories posted to PhD Balance were collected and thematically coded to identify the most common shared experiences within graduate school. This can provide an insight into the common causes and the coping strategies used by current graduate students within this community. The purpose of this study is to explore how graduate students describe their experiences in their own words. Furthermore, this study aims to determine the most mentioned factors that contribute to graduate student mental health (or lack thereof).
... Mentorship provides a source of support and guidance for students throughout their education. Ethnicity, race, gender, sexual orientation, and culture influence the connection with a mentor and impact the success that stems from the mentor relationship (Lechuga, 2011). Despite the importance of mentorship to students' academic and professional careers, there is limited information within OT literature about the mentoring experiences of students from underrepresented groups. ...
Date Presented 04/22/2023
Mentoring provides guidance for students during their academic and professional journeys. This study’s results offer recommendations to OT faculty and institutions to promote culturally responsive mentoring for OT students from historically marginalized groups.
Primary Author and Speaker: Shanteria Carr
Additional Authors and Speakers: Janet Njelesani
... Lisansüstü eğitim alan öğretmenlerin eğitim deneyimlerinin kalitesini belirlemek için kullanılan en önemli faktörlerden biri öğretmen (lisansüstü yapan öğrenci) öğretim üyesi ilişkisidir. Öğretim üyesi-öğrenci danışmanlık ilişkisi, öğretim üyesi ile lisansüstü eğitim gören öğretmenler arasındaki etkileşime odaklanmaktadır (Lechuga, 2011). Akademik danışmanlık ilişkisi lisansüstü yapan öğretmenlerin lisansüstü eğitimdeki başarısı ve memnuniyeti üzerinde önemli bir rol oynamaktadır (Davis, 2010). ...
The purpose of this study is to examine the faculty member profile from the perspective of teachers who
continue graduate education. Teachers who continue graduate education after being appointed as a teacher are likely to regard graduate education as a step to be a faculty member. In other words, teachers who continue graduate education sometimes in the own field or in other fields may become faculty member after completing graduate education carefully. Postgraduate education may be viewed as a process of being specialized in any field and also faculty member candidates are expected to create perspectives about faculty member profile. To determine these perspectives of teachers who continue postgraduate education about faculty member profile may contribute to the efforts of raising qualified faculty member. Therefore, current study focused on examining
the perspectives of teachers continuing graduate education about faculty member profile. This qualitative study designed as a basic qualitative study included primary and high school teachers continuing graduate education and employed in high schools located in Karabuk city center. Criterion, maximum variation and convenient sampling methods under purposeful sampling were conducted in a systematically to choose the participants of the study. The data of the study were collected through a semi-structured interview form developed by the researchers based on the related literature and expert opinions. The data of the study were analyzed through content and descriptive analyses. Prolonged engagement, member checking, expert opinion and expert checking were performed to ensure the validity and reliability of the current study. The participant thought that faculty members’ communication skills were scarce, that they were unplanned and their workload was huge. The
participants also declared that they expected faculty members to be enterprising and open to changes and to lead them. Participants further stated that faculty members’ efforts on leading them in the graduate education were not enough. Participants thought that faculty members played a significant role to enable their students to forge a link between theory and practice.
... Moreover, mentoring helps faculty understand and navigate organizational processes and policies (Meschitti & Lawton Smith, 2017). The few studies that discuss benefits for mentors agree that social skills and previous mentoring training are important factors that ensure the success of mentors (Fountain & Newcomer, 2016;Lechuga, 2011). ...
This study examines how mentorship opportunities contribute to the productivity and career growth of public affairs faculty, stratified by gender and race. The study uses primary data coming from an original survey administered at two different points in time (2017 and 2021) to faculty who are part of NASPAA member schools. Results indicate that women and faculty from racially under-represented groups are more likely to receive formal mentoring whereas men and white faculty are more likely to benefit from informal mentoring. Additionally, results show that the relationship between mentoring approaches and research effort differed by the faculty’s member gender and race with formal mentoring contributing to the research effort of men and white faculty across all academic ranks and university types, and informal mentoring contributing to the research effort of mid-career faculty of all genders and races. This study aims to inform individuals and universities about mentoring trends and contributions.
https://www.tandfonline.com/doi/full/10.1080/15236803.2023.2220096
... In addition to supporting a doctoral student's preparation for a career in higher education or leadership, a mentor cares about and looks after their mentee's emotional wellbeing (Angervall et al., 2018). Doctoral mentors develop multi-faceted relationships with their students as: (a) allied advisors who provide individualized support, (b) supervisors who develop students' skills in a master-apprentice model, and (c) ambassadors who introduce their students into the profession and academia (Lechuga, 2011). ...
This chapter will describe high-quality doctoral mentorship in early childhood education. Given the growing numbers of young children attending inclusive early childhood programs prior to school entry in the U.S., it is imperative that there are well-trained personnel to fill faculty and leadership positions in the early childhood field. The chapter will define mentorship in early childhood education, describe key doctoral mentorship models, elucidate components of high-quality mentorship, and discuss challenges that early childhood education mentors and mentees face. The authors present a case study of an early childhood doctoral training program that utilized key components of early childhood doctoral mentorship, concluding with suggestions for how to best support ECE faculty and doctoral students going forward.
... No matter the academic discipline, the mentoring relationship between a professor and graduate student is crucial for the student's academic success and prospective careers (Brill, Balcanoff, Land, Gogarty, & Turner, 2014;Crawford, 2011;Holley & Caldwell, 2012;Lechuga, 2011;McElrath, 1990;Moak & Walker, 2014). Mentoring is especially valuable at the graduate level because it encompasses professionalization, socialization, and education. ...
Within the academic context, mentoring is a positive and ongoing relationship between a professor and student that fosters academic growth and accomplishment. Thus, mentors are crucial for graduate students in both masters and doctoral programs. Currently, there is a lack of research regarding mentorship, especially when it involves common obstacles that a student may experience such as academic rejection, the pressure to publish scholarly work, and career conversations postgraduate school. Academic rejection refers to the act of receiving a rejection for a scholarly task such as a rejection notice for a manuscript, award, grant, or even employment. Accordingly, the current study aims to qualitatively explore academic rejection, the pressure to publish , and career conversations postgraduate school using a convenience sample of 75 current faculty members who are appointed to a criminology and criminal justice department at a university or college. Themes related to academic rejection, the pressure to publish, and career conversations are discussed, as well as the implications of these themes are further discussed. ARTICLE HISTORY
... In addition to an excellent campus environment, the experience, direction, and advice of supervisors also play a significant role in the academic outcomes of students. Lechuga et al. [3] described in detail the role of supervisors for students through the three roles of Allies, Ambassadors and Master-Teachers, emphasizing that the role of supervisors was crucial in guiding students in their research studies. Wheeler et al. [4] found that frequent seminars held by teaching assistants led to significant improvements in students' content knowledge throughout the semester, with quantitatively examining the content of their seminars and their students' learning. ...
With the change of graduate education from quantity expansion to quality promotion, how to improve the quality of graduate cultivation has aroused wide concern. However, existing scientific quantitative methods tend to investigate the results of graduate training, with a lack of attention to the multidimensional data during the training process. Thus, exploratory analysis of multidimensional data in the graduate training process and accurate grasp of the key process factors affecting graduate academic competence is an indispensable task for achieving the stated goals of graduate education. In this paper, a visual analytic system of graduate training data is proposed to help users implement in-depth analysis based on the graduate training process. First, a questionnaire is designed about the training process to identify multidimensional data timely and accurately. Then, a series of data mining methods are utilized to further detect key factors in the training process, which will be used to make academic predictions for first-year graduates. Meanwhile, an interactive visual analytic system has been developed to help users understand and analyze the key factors affecting the graduate training process. Based on the results of the visual analysis, effective suggestions will be provided for graduate students, supervisors, and university administrators to improve the quality of graduate education.
... Several frameworks have been created to analyse the roles, processes, and stages of mentoring (Dominguez & Hager, 2013). The roles of mentors have been described as allies, ambassadors, and masterteachers for their mentees (Lechuga, 2011). Several frameworks have set out to describe successful mentorship (Cho et al., 2011). ...
... With respect to the competitive research world, graduate students have an inferior position in the research hierarchy [35]. They are isolated in their work and require mentorship in various aspects of academe for successful program completion [36]. Graduate students' perceived experience with academic involvement strongly predicts their educational outcomes [37]. ...
The ability to self-direct a research program determines graduate degree completion. Yet, research on incompletion of science, technology, engineering, and mathematics (STEM) graduate programs assumes students’ present level of self-direction adequate and neglects to recognize a lack of self-directed learning (SDL) as key. This essay explores SDL for STEM, presenting the work of theoretical nuclear physicist David J. Rowe as a key example of applying a process of SDL in practice. Rowe focused on this challenge of physics graduate education by promoting SDL through the type of research flow that has been found to bring the greatest satisfaction to researchers regarding their insights. Strategies he explored involved his space, time, open mindedness and theoretical contributions with students and in collaboration with colleagues. A self-directed learner himself, Rowe developed methods of mentoring for encouraging physics graduate students to recognize symmetry as valuable in identifying solutions to problems quickly—helping students take the lead in finding insightful resolutions to complex, multidimensional, mathematical physics uncertainties. These strategies for supporting SDL in this context are examined here, with the use of narrative research to interpret the texts and conversations exchanged with the author. The process of SDL developed by Rowe is presented with recommendations on how Rowe’s methods may be modeled to improve self-direction in STEM graduate education more widely.
... Graduate students are a unique group of developing leaders who benefit immensely from quality relationships with faculty (Lechuga, 2011). Research shows that the dyadic relationship between graduate students and their faculty advisor is instrumental in developing these aspiring professionals as it improves student retention, completion, and satisfaction (Hall & Liva, 2021;. ...
Student Perceptions of the Fifth Annual Greenhand Leadership Conference at Auburn University
... Interactions between faculty members and students are often formal (Sverdlik et al., 2018). Moreover, considering that several faculty members expect doctoral students to demonstrate a high level of qualities such as self-confidence, public speaking, and networking (Lechuga, 2011), many doctoral students are not inclined to share their concerns and insecurities with advisors and faculty members (Janssen et al., 2021). ...
Many doctoral students do not finish their studies. Social support has been shown to lower the likelihood of student withdrawal. I propose peer-mentoring as one of the practices that makes a significant difference in doctoral student attrition. In this longitudinal study, I investigated the influence of peer-mentoring on students’ motivation and retention. Data were collected four times from 35 participants (a total of 140 surveys) in a Canadian university, where senior doctoral candidates mentored first year doctoral students. Data analysis indicates that students who received high levels of peer-mentoring experienced both steady and high autonomous motivation for their studies and low intention to leave. Implications for theory and practice are discussed.
... Other research will be covering student's learning mechanisms and assessing their content memorization but will be overlooking instructor's mode of academic (teaching) and personal (mentoring, nurturing, guiding) involvement (Ames & Archer, 1988;Huang et al., 2019). The third type of publications would be advocating for the significance of mentorship standing separately from teaching and learning and taking place only outside the classroom for administrative purposes and professional development of teachers (Brondyk & Searby, 2013;Hansford & Ehrich, 2006;Lechuga, 2011). Yet, in fact it is all of those processes coming together in the holistic and comprehensive effect and impact on an individual that this individual receives through the shaping process of vospitaniye and obucheniye acquired in the Zone of Proximal Development. ...
... Not interested in judging their learning in relation to a normative standard Determine when learning has been achieved at the level of expertise hoped for Can, and most often prefer to, learn from people of all ages Not tied to a schedule imposed by others in order to learn completion [58]. Graduate students' perceived experience with academic involvement strongly predicts their educational outcomes [59]. ...
The ability to self-direct a research program determines graduate degree completion. Yet, research on incompletion of graduate physics programs assume students’ present level of self-direction adequate and neglects to recognize a lack of self-directed learning as key. One theoretical mathematical physicist focused on changing this challenge of physics graduate education by promoting self-directed learning through the type research flow that has been found to bring the greatest satisfaction to researchers with respect to their insights. This he provided through his space, time, open mindedness and theoretical contributions with his students and in collaboration with his colleagues. A self-directed learner himself, David J. Rowe developed methods of mentoring for encouraging physics graduate students to recognize symmetry as valuable in identifying solutions to problems quickly—helping these students take the lead in finding insightful resolutions to complex, multidimensional, mathematical physics uncertainties. How Rowe set about supporting self-directed learning in his graduate physics education interactions will be examined with the use of narrative research to interpret the texts and conversations with the author he made available. His techniques will be presented and recommendations made regarding how Rowe’s work in this regard can be modeled to improve self-direction in STEM graduate education.
... Analyses were conducted separately for each of the endogenous variables. 4 All models included faculty rank as a covariate, given prior research demonstrating how faculty and advisor interactions differ by rank (see Lechuga, 2011;Maher et al., 2013). To more closely examine the significance of student-advisor gender alignment, we used a multigroup framework to generate separate estimates by student gender. ...
While previous research documents that women in STEM doctoral programs tend to fare better when their advisor shares their gender identity, this study provides new insights into the role of student-advisor gender identity congruence, relying on a longitudinal sample of doctoral students in biology and using structural equation and latent growth curve modeling. Findings show that advisor gender played an inconsistent and typically indirect role in predicting student outcomes. Further, all students, regardless of gender, tended to report higher quality advising when their advisor was a woman, pointing to potential gender inequities in advising expectations of faculty. Implications for research, theory, and practice are discussed.
... Graduate students are a unique group of developing leaders who benefit immensely from quality relationships with faculty (Lechuga, 2011). Research shows that the dyadic relationship between graduate students and their faculty advisor is instrumental in developing these aspiring professionals as it improves student retention, completion, and satisfaction (Hall & Liva, 2021;. ...
... Graduate students are a unique group of developing leaders who benefit immensely from quality relationships with faculty (Lechuga, 2011). Research shows that the dyadic relationship between graduate students and their faculty advisor is instrumental in developing these aspiring professionals as it improves student retention, completion, and satisfaction (Hall & Liva, 2021;. ...
Utilizing True Colors personality inventory in the classroom and its potential positive impacts on developing classroom culture, soft skills, and motivation.
... While other natural science disciplines have increased the percentages of demographically minoritized students, ecology remains overwhelmingly white, though the fraction of white women has increased, and now more than 50% of ecology PhDs are awarded to white women (Forrester, 2020;Harris, 2019;O'Brien et al., 2020). However, following graduate school, the fraction of women and people of color in higher-level ecology positions markedly decreases (Bumpus, 2020;Finkelstein et al., 2016;Forrester, 2020;Hekman et al., 2017;Lechuga, 2011, Middendorf, 2014Wallace & York, 2020). Moreover, many people affiliate with more than one identity that affects how they interpret their experiences ecologists (e.g., a woman of color, a nonbinary person with a physical disability). ...
Abstract High‐quality mentoring relationships can be pivotal to recruitment, retention, and long‐term persistence in ecology majors and careers. The graduate–undergraduate student mentoring relationship can become uniquely important during activities like ecological fieldwork. However, graduate students often have little experience as research mentors, which can lead to negative research experiences for undergraduate mentees. Given the potential for mentoring relationships to impact people's decisions on pursuing ecological studies and/or careers, we created and piloted a mentoring professional development program designed around intentional mentoring. Intentional mentoring requires that mentors preemptively identify what skills and knowledge their mentee should develop as well as the practices to help mentees develop these competencies. Our rationale for using intentional mentoring was that it has the potential to increase mentors' and mentees' awareness of issues around diversity, equity, inclusion, and social justice in research experiences, in addition to developing professional competencies. To evaluate our program, we conducted focus group interviews with graduate and undergraduate student participants following a multi‐week mentoring training workshop, the primary aspect of the program. Participants described an increased valuation of intentional mentoring and a desire to be more intentional in their mentoring relationships. Graduate student mentors described an increased desire to be more intentional mentors, whereas undergraduate mentees described an increased desire to seek mentors with whom they could develop intentional relationships. Undergraduates also better recognized the importance of academic mentors. Based on our evaluation, we posit that intentional mentoring can increase the retention and persistence of students with diverse identities in ecology by fostering a sense of belonging. We advocate the implementation of mentoring training workshops as a part of academic ecological programs to increase inclusion in our discipline.
... Regarding the last point we note that worldwide one can observe that many universities providing doctoral education now offer training initiatives and resources to support supervisory practice (Connell & Manathunga, 2012;Halse, 2011;Kiley, 2010;Lechuga, 2011;Taylor & McCulloch, 2017;Wisker & Claesson, 2013). In the UK, most universities require new academics to participate in postgraduate certificate programs (which are accredited for their alignment with a UK-wide Professional Standards Framework for Teaching and Supporting Student Learning) intended to prepare them for their teaching roles. ...
Aim/Purpose: The study seeks to establish the potential role that policy and disciplinary contexts of doctoral education play in supervisors’ subjective understandings of PhD supervision. It also intends to show how research into the different ways in which supervision may be understood can help supervisors become more effective in their practice and additionally help institutions design more effective professional development opportunities for supervisors. Background: Previous research has highlighted the linkages between quality PhD supervision and positive student outcomes; nonetheless, why supervisors do what they do remains poorly understood. A few studies with small samples sought to better understand supervisors’ views on supervision and also identified qualitatively different ways of understanding supervision. The present study with a larger sample builds on and extends this work by looking specifically at the concrete intentions by which supervisors engage, in particular supervisory activities they consider important, differentiating the findings by policy context and discipline. Methodology: Participants included full-time faculty members with extensive PhD supervision experience from UK and Canadian institutions, thirty from each country with ten each from History, Biology, and Engineering. The study was comparative in that a data set generated in a previous study of the same design the researchers carried out with thirty supervisors from the UK (Kreber & Wealer, 2021) was drawn upon and compared to the new Canadian data set. The study was primarily qualitative and relied on two rounds of face-to-face interviews with each participant. In the introductory phase supervisors in each sample identified their views on the purposes of PhD study in their field and the goals of their supervision, and in the main research phase they articulated the concrete intentions by which they engage in supervisory activities with particular students. Data from both phases were subjected to inductive thematic analysis, facilitated by NVivo and Excel software respectively. The thematic analysis of statements of intent, the main data source, revealed six qualitatively different understandings of supervision, in each sample, which then were further examined for differences across policy contexts and disciplines. Contribution: Policy context did not appear to make a difference in the self-reported intentions by which supervisors engage in distinct supervisory activities. Six qualitatively different ways of understanding PhD supervision emerged from a thematic analysis of intentions within each of the samples: ‘Enculturation’, ‘Functional’, ‘Emancipation’, ‘Critical Thinking’, ‘Care/relationship building’ and ‘Preparation for career/life’. Given that the first five ways of understanding doctoral supervision were also identified by Lee (2008), the study enhances confidence that supervisors tend to understand supervision in terms of this limited range of qualitatively different ways. The six concepts also allow us to identify, describe, and better understand supervisors’ personal conceptions of their supervision practice (which concepts feature strongly and which are in the background), which is helpful for encouraging supervisors to reflect on why they do what they do in their supervision practice. Findings: ‘Enculturation’ and ‘Functional’ appeared as the dominant concepts for supervisors, in relation to the supervisory activities they had identified, with the other four concepts being addressed less frequently in their statements of intent. When intentions were articulated, not in relation to specific activities but as underlying their supervision practice more generally, supervisors tend to espouse objectives that emphasize core academic values, rather than the ‘functional’ perspective. The comparative design employed pointed to more commonalities than variations across the two policy contexts and three disciplines. Identifying statements of intent and sorting them into qualitatively different understandings or ‘concepts’ of supervision allowed us to describe the personal and multidimensional conceptions of supervision held by individual supervisors and observe their idiosyncratic nature. Recommendations for Practitioners: Academic development professionals in universities charged with providing professional development on supervision are encouraged to make use of both the method employed in this study and its findings to encourage supervisors to become aware of the assumptions underpinning their supervision activities and to develop alternative conceptions and approaches to supervision that may be better suited to meet students’ needs. Recommendation for Researchers: The findings call for a deeper investigation into the reasons for observed small variations in intentions behind supervisory practices, beyond a focus on the particular disciplines and national contexts considered in this study. Impact on Society: Supervisors who are reflective practitioners and able to adapt their practices to the needs of particular students are likely to provide more effective supervision, which contributes to the completion of high-quality doctoral research and, by extension, to countries’ economic, social and cultural development. Future Research: New directions for research include a focus on development or changes in conceptions of supervision over time as well as on the linkages between conceptions of supervision, effective supervision practice, and positive student outcomes. We also strongly recommend that attention be paid to the concrete practical value of research on doctoral studies and encourage the pursuit of actionable and engaged scholarship on doctoral studies and supervision.
Epistemic injustice is a condition where knowers and knowledge claims are unduly dismissed. Philosophers suggest that epistemic injustice manifests in three forms: testimonial, hermeneutical, and contributory. Although distinct, all forms of epistemic injustice stem from relations of power, privilege, and positionality — where some have the opportunity and authority to legitimize the knowledge contributions of others. The purpose of this study was to explore the presence of epistemic injustice in U.S. doctoral education through a systematic review of literature. We methodically searched hundreds of peer-reviewed journals for studies focused on teaching, advising, peer interaction, doctoral socialization, and other experiences concerning doctoral education across the humanities, social science, and science disciplines. We retained, reviewed, and analyzed 107 manuscripts. Our analysis revealed epistemic injustice in doctoral education as well as rules that foster the conditions for epistemic injustice. Implications for doctoral education and future research are offered.
I felt compelled to write this book (1) after realizing how pivotal mentorship has been in my own career journey; (2) due to receipt of consistent affirmative expressions regarding my qualities as a mentor from own mentees; (3) acknowledgements by various stakeholders as an exemplary mentor; and (4) overall contributions made to research mentorship as well as the observe impacts thereof. There is one conversation with a young black woman scientist that continued to linger in my mind. The lady asked me: “Please just tell me, how did you navigate your career journey from early-career struggles to research leadership? How did you achieve so much at such a relatively young age? How did you finish your Ph.D. at the age of 29 years? Then become a research director? extraordinary professor? executive director? Deputy Vice Chancellor for Research and Innovation? National science award winner? Sophisticated science networker? Socially engaged scientist? Queen Mother of Research and much more? This series of questions made me realize how blessed I was and how much I needed to share the context-specific lived experiences of my research mentorship journey to empower those who identify with me in navigating through their research journeys. After almost a quarter of a century in a research career, I have come to realize that many emerging researchers wish to become research leaders, but they do not know how to navigate the path towards research leadership.
Students pursue graduate degrees in public administration for many
career-related reasons. Accordingly, graduate students have various
career and professional development needs, some of which are fulfilled
through career mentorship by faculty. This study examines career mentorship
of graduate students in public administration from both the student
and faculty mentor perspectives. Using qualitative data from in-depth,
semi-structured interviews with public administration graduate students
and faculty, we couple the different perspectives to develop an understanding
of the core elements of career mentoring for graduate students.
We also provide practical suggestions on how to ensure career mentorship
is beneficial to graduate students in public administration programs.
Purpose
The purpose of this study is to examine how doctoral students in the biological sciences understand their research skill development and explore potential racial/ethnic and gender inequalities in the scientific learning process.
Design/methodology/approach
Based on interviews with 87 doctoral students in the biological sciences, this study explores how doctoral students describe development of their research skills. More specifically, a constructivist grounded theory approach is employed to understand how doctoral students make meaning of their research skill development process and how that may vary by gender and race/ethnicity.
Findings
The findings reveal two emergent groups, “technicians” who focus on discrete tasks and data collection, and “interpreters” who combine technical expertise with attention to the larger scientific field. Although both groups are developing important skills, “interpreters” have a broader range of skills that support successful scholarly careers in science. Notably, white men are overrepresented among the “interpreters,” whereas white women and students from minoritized racial/ethnic groups are concentrated among the “technicians.”
Originality/value
While prior literature provides valuable insights into the inequalities across various aspects of doctoral socialization, scholars have rarely attended to examining inequalities in research skill development. This study provides new insights into the process of scientific learning in graduate school. Findings reveal that research skill development is not a uniform experience, and that doctoral education fosters different kinds of learning that vary by gender and race/ethnicity.
The pandemic’s rapid impact on higher education and ensuing move to remote learning introduced sudden and unexpected challenges for students and faculty. With the instantaneous switch to distance learning, doctoral student mentors and their mentees had to adapt not only to the lifestyle stresses of the virus, but also to new modes of communication, unfamiliar technology and time and space differences. Through this collaborative autoethnographic study, a group of doctoral students and faculty who engage in social justice research explore mentorship during a pandemic with a particular focus on how experiences with marginalization affect mentoring dynamics. Findings highlight the relational characteristics of mentorship, the adaptive processes specific to sociopolitical, institutional, and personal impacts, and supports toward continued commitment to social justice research.
Mentorship is framed as a critical developmental relationship characterized by reciprocal learning, goal attainment, and personal growth. Therein, the mentor serves as a counselor and advocate, a coach who provides guidanc, to the mentee's career development. Relatedly, mentorship in post-secondary education has the opportunity to critically shape graduate students' research training, professional identity, and socialization into the academe. Thus, the purpose of this chapter was to explore as an implication of practice, establishing a taxonomy of mentoring professional graduate students. This chapter was guided by the following contemplative question: How can a taxonomy of mentorship enhance professional graduate students' educational experience? Drawing on existing literature, the author investigated the mentoring relationship, the potential impact on professional graduate students, then concluded with mentoring strategies and important implications for practice.
The COVID-19 pandemic has had a significant impact on many graduate students across higher education institutions. Faculty and students experienced significant disruptions in their instruction, mentoring relationships, and other activities as they rapidly transitioned to an online platform (Levine et al., Voices from the Field: The Impact of COVID-19 on Early Career Scholars and Doctoral Students, American Educational Research Association (AERA), 2021). More worrisome, the pandemic exacerbated existing challenges for Black and Latina/o/x students. Many students of color have withdrawn from their graduate programs due to the added strain, stress, and disproportionate impact of the pandemic on Communities of Color. A primary concern for universities is the low persistence and degree completion of students of color (Gardner, New Directions for Higher Education, 2013, 43–54, 2013). The vast disparities in graduate degree completion contribute to low faculty representation across institutions (Kamimura-Jimenez, & Gonzalez, Journal of Hispanic Higher Education, 17, 148–168, 2018). A factor in the low persistence and degree completion rates for students of color is the quality of mentoring relationships that help students navigate their academic journey. This chapter explores the unique challenges facing students of color encounter and the ways graduate departments can implement and refine support systems to meet student needs. The chapter offers several recommendations for graduate programs, departments, and faculty to implement specific interventions to support students of color through improving mentoring relationships.
Organizational cynicism is defined as a negative and distrust attitude of employees towards authority and organizations. Factors such as working under intense stress, lack of commitment in the decision-making process, unfair decision-making and incompetence of managers, and lack of communication within the organization can be effective in the formation of organizational cynicism. The research is a preliminary study to determine the effect of organizational cynicism dimensions on the performance of salespeople. Interview technique was used as a research method. While the semi-structured interview form is being prepared, questions related to sales performance are based on Low et al. (2001); whereas, Brandes (1997) Brandes et al. (1999) and Erdost et al. (2007) are used for the questions about organizational cynicism.The statements obtained from the participants were grouped by the thematic analysis method. The relationship between organizational cynicism and sales performance is explained. Themes with Nvivo 11 Plus qualitative research program are visualized.
This study investigated mentoring relationships between doctoral students and faculty members. We examined initiation of mentoring as a mediator between key personality facets and mentoring received among 162 doctoral students (females = 77%, 77% psychology programs). Results confirmed that initiation of mentoring relationships by doctoral students significantly predicted mentoring received. Furthermore, mentoring initiation also mediated relationships between several personality facets (friendliness, assertiveness, achievement-striving, self-efficacy, and self-consciousness) and mentoring received. By demonstrating the significance of student-initiated mentoring and the influence of specific personality facets on this proactive behavior, our study underscores the importance of providing an environment supportive of mentoring and setting expectations for students early on in their doctoral studies if they are to benefit from mentoring. Future research on the impact of age could also help advance understanding of mentoring among older students as the career landscape continues to change.
Career success of women toxicologists requires intentional strategies designed to encourage and support their professional and personal growth. Key among these are mentoring approaches which should be initiated early in their academic careers and continue as their careers progress. While undergraduate and graduate students as well as postdoctoral fellows, women engaged in all STEM fields benefit from one-on-one mentoring experiences offered by both their peers, near-peers and faculty. Here, they not only receive encouragement and lessons on “how to be a good mentee”, but also gain scientific and life skills. Networking opportunities and career planning advice are also important benefits. As woman scientists progress in their careers, they continue to benefit from one-on-one mentoring and structured career development programs adapted to meet their changing needs ultimately culminating in leadership coaching as they reach the pinnacles of their careers. While mentoring success is best facilitated by structured programs that match mentees with mentors and offer training, support and programming, the availability of these programs to women toxicologists is limited. Opportunities for women to participate in structured mentoring programs should be enhanced by institutions, funding agencies and scientific societies as a component of accelerated diversity and inclusion efforts.
Black, Indigenous, and other people of color (BIPOC) are underrepresented in the public health workforce. Strengthening the public health pipeline through graduate institutions of public health is a necessary anti-racist approach to address health disparities. Programs that provide effective mentoring are one strategy for evidence-based anti-oppressive instructional practice, proven to help racial and ethnic students historically targeted by oppression in propelling career trajectories, professional development, and overall institutional experience in graduate school. The Mentoring of Students and Igniting Community (MOSAIC) program was founded in 2019 as a comprehensive and anti-racist faculty-to-student mentorship initiative for BIPOC and first-generation students. Through a scoping review of mentorship programs at schools of public health and an iterative feedback process that included faculty, students, and staff, the MOSAIC model was created. Built on the tenets of successful mentorship approaches, MOSAIC focuses on increasing equity and educational justice with a focus on professional development and academic success through faculty-to-student mentorship. The growth of MOSAIC has demonstrated it fills a critical gap for students of color and first-generation students in a school of public health. MOSAIC intends to act as a programmatic model for replication at other schools of public health to provide necessary support and mentorship for BIPOC students.
Political science recognizes that it has a problem in recruiting and maintaining scholars from historically excluded groups and turned to the catch-all solution of “mentoring.” In this paper, we argue that those mentoring strategies are a means for neoliberal assimilation and replication, rather than supporting those scholars from historically excluded groups, which is why the leaky pipeline persists. Utilizing the results of an original survey we fielded in 2018, we prescribe that mentors adopt a pedagogies of care approach (Motta and Bennett 2018) to minimize the harm of the current system on those PhD students and early career faculty who do not fit the ideal worker image.
While mentoring is part of being a faculty member, Black faculty carry the heavy burden of being perceived by colleagues and students to be the only ones who can adequately mentor minority students. With this heavy burden of mentoring on top of teaching, service, and research, many Black faculty are unable to balance the load, and ultimately one or more areas of their teaching, service, and research suffer. This chapter provides guidance, strategies, and tools from the authors that provide Black faculty with the skills necessary to be successful in academia and avoid burnout. This chapter also provides personal insights from the authors' experiences with burnout.
On the basis of self-determination theory, this study analyzes the influence mechanism of autonomous motivation (AM) on postgraduate students’ creativity (PSC), including the mediating effect of learning engagement (LE) and the moderating effect of supervisor's innovation support (SIS). Through a questionnaire survey, 542 questionnaires of postgraduate students were collected in China, and SPSS and MPLUS software were used for empirical analysis. Results showed that AM positively affects LE, and LE affects PSC and plays a mediating role in the relationship between AM and PSC. Furthermore, SIS positively moderates the influence of AM on LE. The higher the SIS is, the greater the influence of AM on LE will be. SIS positively moderates the effect of LE on PSC. The higher the SIS is, the greater the effect of LE on PSC will be. These findings not only enrich the literature on PSC, but also provides some suggestions for promoting PSC from the perspective of postgraduate student, supervisor, and university.
This article investigates and shares the elements of a successful working relationship between an Aboriginal graduate student and a non-Aboriginal faculty supervisor. In order to explore the emerging relationship, each author reflected on the experience by recording weekly journal entries and examining supporting literature. Through examination of the literature and their own metacognition, the authors came to the realization that theirs’ was a productive and enjoyable relationship due in large part to mutual respect and consistent back and forth feedback.
Purpose
The purpose of this study is to investigate the influence of critical friendship on a first- and last-year doctoral student’s novice and expert mindsets during role transitions. Doctoral students are challenged to navigate role transitions during their academic programs. Experiences in research expectations, academy acculturation and work-life balance, may impact doctoral students’ novice-expert mindsets and contribute to the costly problem of attrition. Universities offer generic doctoral support, but few support sources address the long-term self-directed nature of self-study.
Design/methodology/approach
The authors participated in a collaborative self-study over a 30-month period. The authors collected 35 personal shared journal entries and 12 recorded and transcribed discussions. The authors conducted a constant comparative analysis of the data, and individually and collaboratively coded the data for initial and focused codes to construct themes.
Findings
The critical friendship provided a safe space to explore the doctoral experiences and novice-expert mindsets, which the authors were not fully able to do with programmatic support alone. The authors identified nine specific strategies that positively impacted the novice-expert mindsets during the following role transitions: professional to student, student to graduate and graduate to professional.
Originality/value
While researchers have identified strategies and models for doctoral student support targeting specific milestones, this study identified strategies to support doctoral students’ novice-expert mindsets during role transitions. These strategies may benefit other graduate students, as well as faculty and program directors, as they work to support student completion.
This study investigated differences in peer and student–faculty relationships of male and female community college students. Men reported more frequent participation in college activities, whereas women reported more frequent involvement in less formal activities such as studying with other students. Women had less difficulty than men meeting and making friends. For both men and women, little student–faculty interaction outside the classroom was reported.
Student–faculty interactions can be crucial in developing students’ academic self-concept and enhancing their motivation and achievement. Colleges and universities that actively foster close and frequent contact between their students and faculty members are more likely to reap a host of benefits from such initiatives. Faculty members taking an interest in their students’ academic progress could potentially make significant contributions in increasing their intellectual and professional development (Anaya & Cole, 2001; Chickering, 1969; Chickering & Reisser, 1993; Cokley, 2000; Terenzini & Pascarella, 1980). There is evidence that students successful in knowing even one faculty member closely are likely to feel more satisfied with their college life and aspire to go further in their careers (Rosenthal et al., 2000). Although most interactions with faculty tend to occur within the formal classroom setting, students who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning process (Thompson, 2001; Woodside, Wong, & Weist, 1999). Informal interaction between students and faculty has been identified as a primary agent of college culture, and has an important influence on the attitudes, interests, and values of college students (Chickering & Reisser, 1993; Lambert, Terinzini, & Lattuca, 2007; Pascarella, 1980b; Pascarella & Terenzini, 1991, 2005; Thompson, 2001). However, although previous research has established that student–faculty interactions are important, we still need to identify which aspects of student–faculty interactions are helpful and how these could significantly influence students to stay in college, increase their desire to work hard, stimulate them to enjoy learning, and encourage them to strive toward high achievement standards (Bean, 1985). The current study addresses this gap in the literature by examining eight specific types of student–faculty interactions as predictors of academic self-concept and three types of academic motivation, as well as academic achievement in a sample of college students from a medium-sized, public university located in the Midwestern United States.
In examining why some students might interact more with faculty members and why some faculty may seem more approachable to students, it is important to acknowledge that a need for belonging, for frequent positive interactions, and to feel cared for by others is a fundamental human need (Baumeister & Leary, 1995 ). Interactions between students and faculty members are inevitable and personal connections that emerge through advisement and mentoring are highly valued (Light, 2001). In responding to several implicit, unspoken, and nonverbal cues, students are more likely to interact with faculty members perceived to be sociable, intelligent, showing leadership, supportive, and objective (Babad, Avni-Babad, & Rosenthal, 2003; Furnham & Chamorro-Premuzic, 2005). Faculty members allowing students to use their first names are perceived as higher in warmth, approachability, and respect in comparison to faculty members who are addressed by formal titles (McDowell & Westman, 2005).
Student–faculty interactions can be formal or informal, occurring either inside or outside instructional settings, with both playing an important role in determining students’ academic success (Jacobi, 1991). The most frequent type of contact that students have with faculty members typically include situations in which they are asking for information about a course or visiting after class (Kuh & Hu, 2001). Faculty–student interactions could take on a more intense flavor in a tutorial-style classroom, where a faculty member may meet with two students at a time for an hour, eventually interacting closely with about five such pairs of students per week (Smallwood, 2002). Such close, intense, interaction seems to enhance student learning and intellectual stimulation, with both students and faculty valuing the opportunity to know each other at an informal and personal level. Cox and Orehovec (2007) identified four major types of student–faculty interactions with the most important, “functional interaction,” referring to academic-related interactions outside the classroom. The other three types include personal interactions about some personal issues unrelated to academics, incidental contact maintained by occasional greetings, and finally disengagement, where there is minimal interaction with the faculty member inside the classroom and little or no interpersonal exchange.
However, all types of student–faculty interactions are not equally beneficial for the student (Ei & Bowen, 2002). Students report valuing interactions involving group activities and business relationships; at the same time, they consider sexual relationships, doing favors, and spending time alone as inappropriate. Further...
The slow growth of underrepresented minority (URM) faculty in higher education, as measured by the customarily used institution-wide aggregate percentage, hides a more severe clustering by race/ethnicity. This effect is revealed only when one takes into account the departments or units into which URM faculty have been hired. A new approach is proposed for measuring faculty diversity that takes into account this additional factor. The effectiveness of the new approach is illustrated using data from a large private university.
Whole issue. Incl. bibl., index. In the last decade, the rates of enrollment and retention of many students of color have declined. Access and completion rates for African American, Hispanic, and Native American students have always lagged behind white and Asian students, as have those for low-income students and students with disabilities. Because students of color often make up a much smaller percentage of students in studies, their experiences and needs are often lost and go undetected. As the authors note, the United States will become significantly less white over the next 50 years, so these issues are becoming more urgent. We must have institution-wide programs to improve the graduation rates of minority students. Pre-college preparation, admission policies, affirmative action, and financial aid are important factors, but campus-wide support, from the chancellor's office to the classroom, is critical to success. This ASHE-ERIC Higher Education Report is intended as a reference for key stakeholders regarding the realities of and strategies for student retention. It is our hope that it will serve as a compass for those with the complex task of improving retention. (Author)
This study tested a modified version of Tinto's student attrition model on a Chicano student population in two-year colleges. Structural equation modeling and LISREL VI were used to examine the parameter estimates of the structural and measurement models of the hypothesized causal model. Measures of goodness of fit were examined to provide indices for the overall fit of the causal model in the study. The measurement and structural models were found to represent a plausible causal model of student retention among Chicano students. Although the measures used in assessing the fit of the model reflected the overall strength of the hypothesized model, the present study was not entirely supportive of Tinto's model. The findings were only minimally supportive of the hypothesized relationship between measures of academic integration and retention. The results indicated that the hypothesized relationship between measures of social integration could not be substantiated. Moreover, measures of initial commitments were found to have a significantly large direct effect on the dependent variable, retention.
Rev.& expanded from Case study research in education,1988.Incl.bibliographical references,index
This study explored twenty-two women's lived experiences in advisory relationships with women dissertation committee members. Mentoring relationships became "professional friendships," while nonmentoring relationships were marked by silent betrayals. Both phenomena were elucidated when advisees' recollections were compared with their memories of mother-daughter relationships in the context of relevant feminist psychological literature.
Compared to women graduate students with male major professors, women with female major professors gave significantly higher ratings to the quality of interactions with their professors and to the professors' concern for their welfare. There were no differences on measures of several other aspects of student-major professor interactions.
A national sample of students in graduate colleges and departments of education was surveyed to study mentoring relationships from the mentees’ point of view. The sample was selected randomly from students identified as mentees by their professors. Results from 177 students who returned completed information indicated that the mentees agreed with the designation of their relationship with the professor as “mentoring.” Analysis of a Likert-scale instrument based on psychological and career models of mentoring identified four components: Psychological and Professional Mutual Support, Comprehensiveness, Mentee Professional Development, and Research Together. With increasing age, mentees reported a decrease in Professional Development activities. Neither sex of mentee nor sex of mentor differences were found.
Recent experimental research (Comstock, Rowell, & Bowers, 1995) has suggested a curvilinear relationship between teacher immediacy behaviors and student learning. To help specify the scope and range of this finding, we examined these variables as they occur in actual relationships between college professors and students. In natural settings, we predicted and found positive, linear relationships between teacher nonverbal and verbal immediacy and perceived cognitive, affective, and behavioral learning. We also found a positive, linear relationship between both kinds of teacher immediacy and state motivation.
For senior scholars of color like Geneva Smitherman and Victor Villanueva, mentoring is more than an academic exercise. From them and their protégés, we may gain some understanding of the complexities and costs of building a multiethnic/multiracial professoriate in our discipline.
Mentoring has been identified as a method to facilitate the professional growth and development of African American faculty and to increase their representation in predominantly White institutions. However, there is little empirical evidence from studies of this group to suggest that this is the case. This article presents findings from a study of the mentoring experiences of African American faculty in two predominantly White research institutions, and the findings are presented using a cross case analysis to highlight complexities which may affect the dynamics of faculty-to-faculty mentoring for African Americans. The findings from this study make two important contributions to the literature on faculty-to-faculty mentoring for African Americans: an analysis of assigned mentoring relationships and the concept of the isolation of African American faculty in predominantly White institutions. The findings also challenge the literature on traditional faculty-to-faculty mentoring in three areas: mentor functions, phases of the mentor-protégé relationship, and race in the mentoring relationship. The article concludes with implications for practice and the role of the university in taking affirmative steps to facilitate the professional growth and development of African American faculty.
This article, based on a larger, autoethnographic qualitative research project, focuses on the first-hand experiences of 27 faculty of color teaching in predominantly White colleges and universities. The 27 faculty represented a variety of institutions, disciplines, academic titles, and ranks. They identified themselves as African American, American Indian, Asian, Asian American, Latina/o, Native Pacific Islander, and South African. This article reports on the predominant themes of the narratives shared by these faculty of color: teaching, mentoring, collegiality, identity, service, and racism. These themes, consonant with findings from the research literature, can be used to offer suggestions and recommendations for the recruitment and retention of faculty of color in higher education.
The central purpose of this study was to examine the connection between informal student-faculty interaction, the perceived quality of effort asserted in science courses, and perceived educational gains in science and mathematics-based courses for community college students within the context of Pace's (1979) concept of social and academic involvement. Pace's "quality of effort" concept of social and academic involvement assumes that the effects of college on students' differential patterns of growth and development can be assessed through the efforts students expend in utilizing the resources provided by higher education institutions. A path analytic model is proposed for the present study operationalizing constructs developed from previous research on the positive influences of informal student-faculty interaction on students' academic achievement in science and mathematics. This examination tested the hypothesized model's applicability in the study of the disparity between men and women persisting in science- and mathematics-based majors.
The purpose of this study was to investigate the nature of the mentor relationship from the perspective of the Black woman. Fourteen professional Black women participated in the study. A qualitative approach was used for the collection and analysis of the data. Participants indicated that mentoring was very important to their career development but also difficult in many of their organizations. This difficulty was attributed by these women to stereotypes and racism that affect Black women. Several of the women in the study indicated that groups they belonged to provide a mentoring function.
The value of mentoring relationships among African American women in postbaccalaureate degree programs is emphasized and coupled with a discussion of the current shortage of same-race, same-sex mentors for African American female graduate and professional students.
Eight African American women's mentoring experiences in graduate school are examined pertaining to lessons learned, characteristics and behaviors of African American female mentors, challenges with White mentors (male and female), and stereotypical images of African American female mentors. The findings support mentoring as a method of empowerment and uplift.
A sample of 1,088 professors in colleges and departments of education were surveyed to study mentoring relationships from the mentors’ point of view. About half of them returned the demographic instrument; half of these currently had mentees. Using O’Neil’s theory of mentoring, a Likert-scale instrument was developed. Results indicated that mentors feel mentoring is important to them as well as to their students. In a multivariate multiple regression, age was a significant predictor of mentoring score; sex and professorial rank were not significant. Younger professors reported more depth to their mentoring relationships, and older professors reported more breadth.
This research examines students' interpretations of their experiences with mentoring in federal TRIO programs. Drawing on interviews with 20 student participants in Student Support Services, Educational Opportunity Center, and Veterans Upward Bound programs, analysis of the data suggests that formal mentoring relationships have the potential to impact students' decisions to attend, satisfaction with, and motivation to persist in postsecondary education. A critical analysis considers the roles mentoring can play in helping underrepresented students negotiate higher education environments.
This booklet on mentoring of minority students and faculty by majority students and faculty presents information on mentoring, its background and problems associated with it. The document follows a recent joint statement on the issue by the National Education Association and the American Association of University Professors. An overview of the status of minorities in higher education covers demography, the faculty pipeline, and limitations and obstacles for minorities on campus. A section on retention programs that work describes the key features of such programs including leadership at the highest institutional levels, sound planning, an institution-wide approach, expanding the pool and pipelines, and financial support. A section specifically on mentoring in higher education defines mentoring and discusses how it has traditionally worked in American doctoral programs. It also explores obstacles to establishing mentoring programs for minorities and women faculty and offers guidelines for establishing and supporting mentoring programs. A final section explores the role of faculty and staff unions. Appendixes contain the joint National Education Association/American Association of University Professors statement on mentoring and a list of mentoring programs in higher education. (Contains 57 references.) (JB)
Mentoring provides both a holistic and individualized approach to learning. A mentor-protege relationship also serves various professions by the teaching and learning of relevant skills and values. Proteges learn risk-taking behaviors, communication skills, political skills, and specific skills from their mentors. (DF)
This report presents a two-part discussion of models of mentoring in higher education. The first part provides an overview of the career and psychosocial roles of the mentor most often cited in the literature. The second part examines several studies of graduate mentoring in higher education, specifically those of J. Holland (1995); Kathleen T. Heinrich (1995); and M. R. Schockett, E. C. Yosimura, K. Beyard-Tyler & M. J. Haring (1983). Special attention is given to the complexity of mentor roles as well as to the idiosyncratic nature of mentoring relationships. Holland concluded that the quasi-apprenticeship, academic mentoring, and career mentoring relationships of African American doctoral students had the most significant impact on the participants in his study, underscoring the importance of these kinds of mentoring relationships to advancement in higher education. Heinrich's study of women mentors concluded that if mentoring is envisioned as individuals involved in relationships with one another for the purpose of achieving a goal involving reciprocity, empowerment, and solidarity, then further study is needed to determine how women advisors own and use their legitimate power, share power, and negotiate differences to nurture the professional growth of advisees. While Haring's network mentoring model shares many of the Holland and Heinrich studies' characteristics, findings suggest that the mentoring relationship in academics can positively affect the graduate student's predoctoral activity and initial job placement. These findings underscore the need to examine in even greater detail questions on mentoring that focus on the roles, selection, and effectiveness of these mentoring relationships. (Contains 30 references.) (NAV)
The possible sponsorship/career success relationship among university male and female faculty is investigated. Focus is on the effects this sponsorship process has in later career success as measured by publication rate, grants received, rate of professional collaboration, and professional network involvement. A sample of 133 faculty members (64 women and 69 men) from nine universities were surveyed. The respondent's teaching discipline and rank, age, marital status, and graduate school are provided. Results show that women faculty publish somewhat less than men faculty and that women are not included in the networks that lead to publishing to the extent that men are; however, women faculty are as successful as their male counterparts in collaboration and in grants received over three years. (SPG)
Student-instructor relationships outside of the classroom have existed for hundreds of years and remain an important topic in the literature. Universities are increasingly concerned with legislating student-instructor relationships. Few empirical investigations of undergraduate student-instructor relationships are reported in the literature, and such relationships are often considered only in the context of sexual harassment or ethics policies. Most of the writings are opinion based or seated in anecdotal evidence, and seldom are students' opinions considered. In this study, 480 undergraduate students attending a medium-sized Western university were surveyed for their opinions about a variety student-instructor relationships. Factor analysis revealed 5 types of student-faculty relationships: sexual, group activities, doing favors, spending time alone with a faculty member, and business relationships. The students' opinions about these relationships varied, with sexual relationships considered inappropriate, whereas group activities were considered very appropriate. These data suggest that university officials who are building policy regarding faculty-student relationships need to consider different types of relationships along with students' developing autonomy.
The first national and most comprehensive analysis to date of tenured and tenure track faculty in the "top 50" departments of science and engineering disciplines shows that females and minorities are significantly underrepre-sented. • There are few tenured and tenure-track women facul-ty in these departments in research universities, even though a growing number of women are completing their PhDs. Qualified women are not going to science and engineering departments. In some engineering disciplines, there is a better match between the repre-sentation of females in PhD attainment versus the fac-ulty, but these disciplines are the ones with very low percentages of females in PhD attainment. • Underrepresented minority (URM) women faculty are almost nonexistent in science and engineering depart-ments at research universities. In the "top 50" com-puter science departments, there are no Black, Hispanic, or Native American tenured or tenure track women faculty. • The percentage of women in BS attainment in science and engineering continues to increase, but they are likely to find themselves without the female faculty needed for optimal role models • There are few female full professors in science and engi-neering; the percentage of women among full profes-sors ranges from 3% to 15%. In all but one discipline surveyed, the highest percentage of female faculty is at the level of assistant professor. • In most science disciplines studied, the percentage of women among recent PhD recipients is much higher than their percentage among assistant professors, the typical rank of recently hired faculty. Even in disci-plines where women outnumber men earning PhDs, the percentage of assistant professors who are White male is greater than females. For example, in the bio-logical sciences, 44.7% of the PhDs between 1993 and 2002 were women; while in 2002, they accounted for only 30.2% of the assistant professors. In some disciplines, it is likely that a woman can get a bachelor of science without being taught by a female pro-fessor in that discipline; it is also possible for a woman to get a PhD in science or engineering without having access to a woman faculty member in her field.
Most writing on sociological method has been concerned with how accurate facts can be obtained and how theory can thereby be more rigorously tested. In The Discovery of Grounded Theory, Barney Glaser and Anselm Strauss address the equally Important enterprise of how the discovery of theory from data--systematically obtained and analyzed in social research--can be furthered. The discovery of theory from data--grounded theory--is a major task confronting sociology, for such a theory fits empirical situations, and is understandable to sociologists and laymen alike. Most important, it provides relevant predictions, explanations, interpretations, and applications. In Part I of the book, "Generation Theory by Comparative Analysis," the authors present a strategy whereby sociologists can facilitate the discovery of grounded theory, both substantive and formal. This strategy involves the systematic choice and study of several comparison groups. In Part II, The Flexible Use of Data," the generation of theory from qualitative, especially documentary, and quantitative data Is considered. In Part III, "Implications of Grounded Theory," Glaser and Strauss examine the credibility of grounded theory. The Discovery of Grounded Theory is directed toward improving social scientists' capacity for generating theory that will be relevant to their research. While aimed primarily at sociologists, it will be useful to anyone Interested In studying social phenomena--political, educational, economic, industrial-- especially If their studies are based on qualitative data.
Incluye bibliografía e índice
Theoretical and empirical writings from psychology and other fields characterize mentor-protege relationships as long-term, complex, and multifaceted. Mentoring appears to share components in common with academic advising and counseling, yet remains distinct from these roles. Mentor-protege relationships offer graduate students both enhanced career opportunity and personal and psychosocial benefits, and may become emotionally intimate and incorporate a wide range of shared activities and contexts. For these reasons, mentoring relationships at the graduate level appear unique in posing previously unexplored ethical dilemmas. In this article, we consider several ethical concerns related to mentoring psychology graduate students, including competence to mentor, describing the nature of mentoring relationships, equal access to mentoring, exploitation in mentoring relationships, and multiple role demands related to mentoring. We conclude with several salient recommendations for graduate programs relative to preparing both faculty and students for mentor-protege relationships.
We study how diversity evolves at a firm with entry-level and upper-level employees who vary in ability and "type" (gender or ethnicity). The ability of entry-level employees is increased by mentoring. An employ receives more mentoring when more upper-level employees have the same type. Optimal promotions are biased by type, and this bias may favor either the minority or the majority. We characterize possible steady states, including a "glass ceiling," where the upper level remains less diverse than the entry level. A firm may have multiple steady states, whereby temporary affirmative-action policies have a long-run impact.
Dictionary of qualitative inquiry Thousand Oaks Coloring the academic landscape: Faculty of color breaking the silence at predom-inately White colleges and universities
- T A Schwandt
Schwandt, T. A. (2001). Dictionary of qualitative inquiry (2nd ed.). Thousand Oaks: Sage Publications. Stanley, C. A. (2006). Coloring the academic landscape: Faculty of color breaking the silence at predom-inately White colleges and universities. American Education Research Journal, 43(4), 701–736.
Mentors and protégés: The influence of faculty mentoring on undergraduate academic achievement. Orlando, FL: Association for the Study of Higher Education. (ERIC Document Reproduction Service No
- G Anderson
- E Dey
- M Gray
- G Thomas
Women in academic: Faculty sponsorship, informal structure, and career success. Paper presented at the American Educational Research Association Annual Meeting
- S M Cameron
Mentoring in teaching a university psychology class
- R J Harris
- C L Brewer
Broadening participation in science and engineering faculty
- National Science Board
Retaining minority students in higher education: A framework for success. ASHE-ERIC Reader
- W S Swail
- K Redd
- L W Perna
Mentoring: Aid to excellence in education, the family and the community
- R J Harris
- C L Brewer
- RJ Harris