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Eight 50-word vignettes which portrayed either psychosocial or vocational mentoring functions were presented to 144 college students who rated the desirability of each function on a scale of 1 to 7. A principal axis factor analysis with oblique rotation yielded two factors, one on which the psychosocial functions loaded more heavily (and which accounted for 33.4% of the variance) and one on which the vocational functions loaded more heavily (and which accounted for an additional 5.9% of the variance). The results may help researchers formulate different questions about mentoring than the basic questions which have guided prior work.

Swoboda, M.J., & Millar, S.B. (1986). Networking‐mentoring: Career strategy of women in academic administration. Journal of NAWDAC, 49, 8–13.

The authors stress the importance of using the scientist-practitioner model in training entry-level counselors. They also describe a course that focuses on the model.

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