A Mentoring Program for Female and Minority Faculty Members in the Sciences and Engineering: Effectiveness and Status After 9 Years

Montelone, Beth A.; Dyer, Ruth A.; Takemoto, Dolores J.

doi:10.1615/jwomenminorscieneng.v9.i34.40

Cited by 5 publications

(4 citation statements)

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“…Mentoring involves more than just classroom teaching. It involves career and psychosocial functions such as counseling, coaching in assignments, assisting with grant proposals, connecting protégés with other faculty, among others, as Kram (1988) and Montelone et al (2003) highlighted. Mentoring in itself is a big responsibility.…”

Section: Discussionmentioning

confidence: 99%

“…The career function, which includes sponsorship, exposure and visibility, coaching, protection, and assignment of challenging work, helps protégés learn the ropes and prepare for advancement. Mentors in academe generally provide assistance and feedback with writing grant proposal and preparing manuscript, read drafts, advise on likely sources of funding, and collaborate directly with protégés on research projects (Montelone, Dyer, & Dolores, 2003). The psychosocial function, which includes role modeling, acceptance and confirmation, counseling, and friendship, enhances protégés' sense of competence, identity, and effectiveness in a professional role.…”

Section: Mentoring and Women's Self-efficacymentioning

confidence: 99%

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Being the Same Isn't Enough: Impact of Male and Female Mentors on Computer Self-Efficacy of College Students in It-Related Fields

Goh

Ogan

Herring

et al. 2007

Journal of Educational Computing Research

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This study investigates the relationship between computer self-efficacy, mentoring, and the gender of mentors and students. The decline of women in IT-related programs of U.S. universities has led scholars to suggest that making more female faculty mentors available could raise female students' computer self-efficacy. This could address women's computational reticence and encourage more women to enter and remain in the programs. A survey of students from IT-related programs in five U.S. universities shows that extent of mentoring received, gender of students, and time students spent on computers as teenagers were significant predictors of computer self-efficacy. Extent of mentoring, gender of students, and gender of mentors have significant main effects on computer self-efficacy. Students with male mentors reported significantly higher computer self-efficacy while students with female mentors reported lower computer self-efficacy. Female students with no mentors reported the lowest level of computer self-efficacy.

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Section: Discussionmentioning

confidence: 99%

Section: Mentoring and Women's Self-efficacymentioning

confidence: 99%

Being the Same Isn't Enough: Impact of Male and Female Mentors on Computer Self-Efficacy of College Students in It-Related Fields

Goh

Ogan

Herring

et al. 2007

Journal of Educational Computing Research

View full text Add to dashboard Cite

show abstract

“…Recipients of the mentoring fellowship are required to report to the Provost's Office on outcomes of the experience, including how the funding and mentoring relationship benefited them. A 2003 report on the program 9 included the information that the funding was used to obtain preliminary data, "jump-start" research projects, engage in professional travel to enhance research, and that the mentoring relationships so established continued following the award period. In some cases, mentoring relationships established as a result of the proposal submission went forward even if the proposal not funded.…”

Section: K-state Mentoring Programmentioning

confidence: 99%

Initiatives to Increase Faculty Competitiveness for Federal Research Funding

Montelone¹

2007

merrill

Self Cite

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“…To ameliorate the disadvantage of limited socialization, institutions have adopted mentoring models to support the advancement of faculty on the tenure track and beyond [29]- [31]. While these strategies have helped all faculty, they have had a significantly positive effect on women in male-dominated fields such as science and engineering [32]. Mentoring increases job satisfaction, and higher levels of job satisfaction benefit the retention of women faculty in science and engineering as it relates to their productivity [33].…”

Section: Factors Affecting the Success Of Women Faculty In Engineerin...mentioning

confidence: 99%

Work in Progress: The Challenges of Evaluating ADVANCE Initiative's Effectiveness in the Progress of Women Faculty in Engineering

Sanchez-Pena,

Kamal

2021 ASEE Virtual Annual Conference Content Access Proceedings

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The retention and promotion of a diverse engineering faculty body play a primary role in the advancement of the field. Failure to retain engineering faculty has significant economic implications for institutions. Additionally, the availability of role models and potential mentors for women and other minorities is paramount for the continuing diversification of the field. Prior research has documented additional challenges faced by women faculty in engineering when compared to men; such evidence has resulted in significant attempts to attenuate such disparities among faculty at all ranks. Initiatives such as those requested by the NSF -Organizational Change for Gender Equity in STEM Academic Professions (ADVANCE) have the substantive goal to increase the number of women in engineering and other STEM areas and improve the quality of their experiences through the support of systemic change. However, few is known about how the cumulative positive change enacted by such initiatives manifest in the diversification of the field. Focused on the larger goal of creating models to capture the effectiveness of ADVANCE initiatives, this work in progress presents a literature review of the different factors that have been documented to negatively affect the progress of women faculty in engineering and other STEM areas. This is presented with an iterative identification of elements through different stages of the academic career, layered with variables that are measurable, and potential approaches for future modeling given existing research and the characteristics of the ADVANCE program. The challenges of modeling such a complex system are discussed, together with potential alternatives as a first modeling approach using existing data from different sources.

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A Mentoring Program for Female and Minority Faculty Members in the Sciences and Engineering: Effectiveness and Status After 9 Years

Cited by 5 publications

References 0 publications

Being the Same Isn't Enough: Impact of Male and Female Mentors on Computer Self-Efficacy of College Students in It-Related Fields

Being the Same Isn't Enough: Impact of Male and Female Mentors on Computer Self-Efficacy of College Students in It-Related Fields

Initiatives to Increase Faculty Competitiveness for Federal Research Funding

Work in Progress: The Challenges of Evaluating ADVANCE Initiative's Effectiveness in the Progress of Women Faculty in Engineering

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