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1.
Operational characteristics for successful mentoring programs of new university faculty include clarity of purpose of the program, methods for matching mentors and protégés, mentor training, mentor–protégé relationship building, and program effectiveness assessment. Strengths of formal, informal, peer, group or consortia, intra-departmental, inter-departmental, and research mentoring approaches to mentoring from the literature are presented. Using characteristics and outcomes from successful programs, a proposed four-stage model of conceptualization, design and development, implementation, and evaluation can lead to the benefits of socialization into the culture, emotional support, networking, and increased job performance.  相似文献   

2.
Given the importance of mentoring in the academic context, this study proposed five objectives. Analyses of surveys from 145 students across 12 universities and diverse disciplines, revealed first of all, a demographic profile of the typical graduate student protégé and faculty mentor. Second, ten diverse communication strategies emerged that demonstrate how students initiate a mentoring relationship. Third, protégé evaluations of their initiation attempts revealed their efforts to be somewhat ineffective and unduly difficult. Fourth, students reported their mentors to provide primarily psychosocial, rather than career support. And fifth, proteges characterized their mentoring relationships as extremely positive and satisfying. Results throughout are, for the most part, independent of both protégé and mentor demographics (including ethnicity).  相似文献   

3.
Mentoring programs for youth have become increasingly popular interventions and are generally effective in promoting protégés’ wellbeing and functioning. Building on recent efforts to understand the interpersonal mechanisms underlying mentoring relationships, the authors apply central concepts from attachment, social support and social learning theories and systematically compare the mentor’s role with the roles of other caregivers (parent, therapist, friend, teacher). The authors highlight similarities and differences between mentoring and these roles, and discuss interpersonal dynamics specific to each relationship that can be enacted in mentoring. It is argued that the uniqueness of mentoring rests on mentors’ ability flexibly to transverse these different roles to some degree, without embodying any. Consequently, the authors underscore the existence of different profiles of mentoring relationships and suggest that these might address diverse protégés’ needs. This view serves to articulate specific recommendations for research and practice in light of protégé heterogeneity.  相似文献   

4.
This article employs an intersectional analysis of the experiences of Black faculty at an elite US university who have mentored Black undergraduates, and focuses on faculty’s meaning making of their connection to their mentees, and challenges they face in these relationships. Findings reveal that faculty found their shared cultural background enhanced mentoring, and they worked hard to establish trust with their mentees, absent at times in mentees’ relationships with White faculty. Participants shared barriers to engaging in mentoring relationships, with gender and age intersecting with race for unique challenges and benefits for the subjects. Policy recommendations are made to support junior faculty mentors in the tenure granting process, and produce incentives for all faculty to share the responsibility of mentoring.  相似文献   

5.
Undergraduate research and creative activities are established high-impact practices that provide students with both advanced knowledge of their academic disciplines and the ability to apply that knowledge to creatively answer questions. At the center of these experiences, is the close relationship between a student researcher and a mentor. Using survey data from 69 recent undergraduate researchers at one university, we investigated the characteristics and impact of these mentor–mentee relationships. We found that active mentoring practices were a significant influence on how competent students perceived themselves as scholars. These practices were more influential than practical aspects of mentoring. Our findings reflect the complicated nature of mentoring in higher education and identify key characteristics of successful mentoring relationships. With greater understanding of this essential component of undergraduate research, we are equipped to make more informed decisions regarding faculty and administrative support for future undergraduate research and creative activities.  相似文献   

6.
This study examined mentoring and organizational socialization among law faculty at American Bar Association (ABA) approved law schools. Data obtained from respondents (n = 298) captured the types of mentoring (formal or informal) occurring in law schools and faculty perceptions of the effectiveness of each type of mentoring. Comparative analysis was used to examine mentoring as an antecedent of organizational socialization by comparing senior mentored faculty to senior non‐mentored faculty, junior formally mentored faculty to junior faculty with more informal types of mentoring, male to female faculty, and majority to non‐majority faculty. Results indicated that senior mentored faculty had higher mean scores than senior non‐mentored faculty on two of the six organizational socialization subscales. However, organizational socialization differences were not significant for other comparisons. The findings regarding mentoring are discussed within the context of diversity and suggestions for future research are provided.  相似文献   

7.
Trust is a vital component of mentoring, particularly when protégés are people of color who have experienced racism and discrimination. My findings are part of a larger study that culminated in the formulation of a theory of multicultural mentoring. Trust was found to be foundational for successful multicultural mentoring relationships. In my study of how mentors establish trust with graduate protégés of color, the following mentor practices were found to promote trust: listening, maintaining excellent communication, having a holistic understanding of the protégé, self-disclosing, using humor, being willing to discuss race and culture, acknowledging mistakes, and behaving with integrity. The mentors not only worked to establish interpersonal trust, they also attended to institutional and sociocultural trust concerns that impacted their protégés. Considerable time, skill, commitment, and effort are required for mentors to establish trust with protégés of color. Recommendations for the provision of mentor support are provided.  相似文献   

8.
The retention of new teachers is a noteworthy issue among physical education teachers. One way to combat attrition is with the implementation of induction programs that have a strong emphasis on mentoring. Mentoring creates a growth-in-connection for the novice physical education teacher as well as the mentor. The relational cultural theory (RCT) develops relationships based in situational boundaries between the mentor and the mentee. RCT explores the nature of human development based on the individuals involved in these relationships. The purpose of the study was to explore the perception of the relationship between a novice physical education teacher and his mentor and to determine if the mentoring relationship between the participants reflected the RCT model. Observations, interviews, and the researcher’s journal were used as a means for data collection. In this study, meaningful relationships occurred in the working relationship, as well as the personal relationship. It was indicated that when meaningful relationships are established, novice physical education teachers are more confident in their teaching abilities and are more likely stay in the profession.  相似文献   

9.
ABSTRACT

Though the knowledge base on mentoring new teachers has grown exponentially in the past 30 years, researchers know less about university involvement in induction, and even less about the role that faculty mentors may play in induction. Drawing on interview, e-mail, and observational data from a yearlong mentoring relationship between a faculty mentor and 7 new teachers, the author examined a faculty mentor's role in supporting beginning teachers. Findings highlight the importance of identity development in assuming a cross-institutional role as a faculty mentor. The transition from teacher educator to teacher mentor requires the development of a mentor identity that is recognized and valued in the community of practice inhabited by classroom teachers.  相似文献   

10.
In this study, we analyzed the experiences of an educational leadership doctoral student and aspirant to the professoriate (protégé) and an educational leadership professor (mentor) during our two-year mentoring relationship. Collaborative autoethnography was employed, and our analysis relied primarily upon a process-oriented model of mentoring. Four main themes emerged: (a) reciprocal trust, (b) experiential learning, (c) stability and change, and (d) mutual benefit. Our relationship also was marked by several critical features, and we described the timing and sequence of the socialization experience. This productive mentoring relationship offers a detailed model for doctoral students and faculty members who wish to pursue a similar relationship. From our research, we also contribute to the broader mentoring literature, in which previous researchers have rarely delved simultaneously into mentor and protégé experiences. Scholars who study mentoring will gain from insights into the manner in which anticipatory socialization unfolds, as well as critical features that emerge and evolve in the process.  相似文献   

11.
Kram has proposed that mentoring relationships develop and mature over time, providing different levels of mentoring functions as they progress through a sequence of four distinct phases: initiation, cultivation, separation, and redefinition. However, the influence of these mentoring phases on the dynamics and functions of mentoring has received little research attention. This quantitative field study examined the effect of mentoring phases on protégés’ perception of trust and identification with their mentors and mentoring functions received using data from 88 working professionals from industry and education. Results of MANCOVA indicated that protégés in the redefinition phase reported higher levels of psychosocial support than other protégés, and protégés in the separation phase reported lower levels of career development and role modeling than other protégés. No significant differences across the mentoring phases were found for trust and identification among protégés towards their mentors; however, protégés from education reported lower levels of identification with their mentors than those from industry.  相似文献   

12.
Informal mentoring is based on a natural match between a junior individual and a senior one who share mutual interests. It usually aids in the professional and personal development of both parties involved. We reviewed the literature regarding factors that make informal mentoring effective within the medical realm, by searching a major academic search engine, Web of Knowledge, for the term “informal mentor*”. Our main research questions concerned the factors that lead to a successful informal mentorship process. A salient finding arising is that the success of informal mentorships hinges on the communication skills of mentor and protégé, their level of commitment, and the chemistry between the partakers. Good informal mentorships impose requirements on both mentors and protégés and rest on shared expectations.  相似文献   

13.
Abstract

An interdisciplinary mentoring program for graduate teaching assistants, the GTA mentoring program, offers the needed support for graduate students in their training as teacher-scholars. Authors outline the vision and structure of the program and highlight student, faculty, and institutional benefits. This program involves regular meetings of small teams consisting of graduate students and a faculty mentor, as well as larger group meetings of all participants. Benefits include the development of personal and professional relationships, an open forum for the discussion of teaching and research issues, increased professional support, and greater confidence in classroom instruction.  相似文献   

14.
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.  相似文献   

15.
The purpose of this study is to explore the process of coaching a mentor of experienced teachers. In particular, we sought to determine if coaching would help a mentor to compare her espoused beliefs about mentoring to her mentoring behaviors and possibly resolve any dissonance. The mentor and coach (the co‐researchers) participated in a platform conference, three coaching conferences, and a debriefing conference. In the platform conference, the mentor espoused the use of nondirective mentoring behaviors. The mentor and coach used the coaching conferences to review audio recordings of the mentor working with mentees during conferences intended to improve the mentees’ teaching, and to engage in reflective dialogue concerning the mentor’s interpersonal behaviors. The mentor experienced cognitive dissonance on several occasions during the coaching conferences when she discovered her use of directive behaviors in some interactions with mentees. Eventually, the mentor resolved this dissonance, primarily by changing her beliefs about mentoring and shifting from a nondirective to an eclectic platform. We conclude that the coaching of mentoring explored in this study has considerable potential for future research on the coaching process.  相似文献   

16.
Those in professional and academic fields generally perceive mentoring as a positive relationship that enhances the lives of protégés. Kram (1985 Kram, K.E. 1985. Mentoring at work: Developmental relationships in organizational life, Lanham, MD: University Press of America.  [Google Scholar]) posits that such relationships between dyads in organisational life are an evolutionary, developmental process. The purpose of this article is to explore protégés’ perspectives on their mentoring relationships within doctoral programs. In order to lessen the insurmountable distance between writers and readers that is often associated with a traditional research study, we employ an autoethnographic approach to research writing. We share our journey after having studied the mentoring relationships within our own doctoral programs. Qualitative data collected over a two‐year period consist of journal entries, email correspondence, and phone conversations. This research offers insight into the mentor–protégé relationship and processes, and it provides implications for practice for protégés and mentors, as well as future research directions.  相似文献   

17.
This article describes the differences between mentors’ and protégés’ expectations and realities regarding mentoring relationships and goals. Faculty and senior undergraduate mentors and female undergraduate protegés who participated in a formal, university mentoring programme at the University of Idaho, organised by the institution’s Women’s Centre, were asked to describe their ideal and actual mentoring relationship through metaphor; the responses were analysed qualitatively to explore protégés’ and mentors’ expectations and experiences. Results indicate that protégés held more traditional and hierarchical mentoring ideals at the beginning of the programme and that most mentoring ideals differed from actual experiences. Given this disparity and because metaphorical processes have the capacity to enhance mentoring experiences due to their generative and expansive capacities, we suggest that metaphors be employed in explicit ways to align expectations and realities between mentors’ and protégés’ expectations through shared reflection. We conclude with metaphorical exercises that can be used in formal mentoring programmes in higher education to help participants negotiate expectations and help organise relationships in ways that are aligned with the mission and goals of particular mentoring programmes.  相似文献   

18.
Although mentoring programs are increasing in popularity as a preventative intervention strategy for youth, little is known about the experience from the mentor’s perspective. In this study, we describe a longitudinal assessment of 41 mentors, including 13 men and 28 women (Mage?=?21.93?years, SD?=?3.21) working with at-risk youth in a school-based mentoring program. Before starting the program, mentor perceptions, motives, and efficacy were assessed and again after three and six months of mentoring to measure change across time. At the end of the program, mentors evaluated the relationship and rated perceived benefits. Mentors experienced significant changes in perceptions and efficacy across time and changes predicted relationship satisfaction and perceived benefits. Recommendations to support mentors and develop sustainable and satisfying mentoring relationships are provided.  相似文献   

19.
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20.
While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors’ role in developing novices’ content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content mentors identify as knowledge/practices needed for subject-specific mentoring? How is subject-specific mentoring enacted? What complexities arise? We found: (a) developing novices’ content teaching is a distinct mentor role; (b) a knowledge/practice base, with mentor’s pedagogical content knowledge and knowledge of content-specific assessment most frequently reported; and (c) enactment of content-focused mentoring reveals promising practices in guiding novices in assessing and developing students’ disciplinary thinking, and tensions between content-focused and socio-emotional mentor roles.  相似文献   

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