Faculty Mentoring Faculty in a Public University

Sands, Roberta G.; Parson, L. Alayne; Duane, Josann

doi:10.2307/1982144

Cited by 109 publications

(57 citation statements)

References 0 publications

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Mentioning

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“…A considerable body of research exists on the issue of gender and race matching in mentoring relationships, with 18.5% of the articles reviewed referring to this issue. Some studies have found that matching increases mentee and mentor satisfaction levels (Bowman & Bowman, 1995;Johnson-Bailey & Cervero, 2004;Sands et al, 1991). These findings also show that the career-related and psychosocial needs of under-represented or marginalized groups can be best responded to through race and gender matching.…”

Section: Prerequisites For the Student Peer Mentormentioning

confidence: 87%

“…While some articles allude simply to the importance of communication skills (Good et al, 2000;Lawson, 1989;Mee-Lee & Bush, 2003), other articles provide more in-depth descriptions of mentor communication skills: listening skills (Allen & Poteet, 1999;Holbeche, 1996;McLean, 2004;Randels et al, 1992;Schmidt et al, 2004), clarifying behaviours (Holbeche, 1996), and understanding of verbal and non-verbal behaviours (Awayaa et al, 2003). Other studies cite similar skills required of mentors, namely advising and counselling skills (McLean, 2004;Pitney & Ehlers, 2004;Wallace et al, 2000), ability to provide honest and constructive feedback (Lawson, 1989;Rose, 2005), teaching and explanation skills (Pitney & Ehlers, 2004), and ability to express oneself in an open and clear fashion (Ehrich et al, 2004;Sands et al, 1991;Schmidt et al, 2004). Rose (2003) found that the majority of graduate students asked to name mentor characteristics of greatest value to them as mentees identified good communication skills as the top quality of their ideal mentor.…”

Section: Characteristics Of the Student Peer Mentor Serving The Psychmentioning

confidence: 99%

“…Supportiveness was identified in a number of the articles reviewed (Awayaa et al, 2003;Johnson-Bailey & Cervero, 2004;McDougall & Beattie, 1997;McLean, 2004;Mee-Lee & Bush, 2003;Sands et al, 1991). However, as with some of the other characteristics in this section, the attribute was often referred to in different terms, including endorsing (Johnson, 2002), accepting (Johnson, 2002;Johnson-Bailey & Cervero, 2004), encouraging (Mee- Lee & Bush, 2003;Pitney & Ehlers, 2004;Schmidt et al, 2004;Wallace et al, 2000), caring (Ferrari, 2004;Pitney & Ehlers, 2004;Schmidt et al, 2004;Wallace et al, 2000), and nurturing (Pitney & Ehlers, 2004).…”

Section: Supportivenessmentioning

confidence: 99%

“…As with other terms, an interdependent attitude is often described using alternative labels, such as mentors' ability to open themselves to mentees (Allen et al, 2000;Bouquillon et al, 2005), self-disclosure (Johnson, 2002), collegiality (Allen et al, 2000;Scott, 2005;Young et al, 2004), reciprocity (Bouquillon et al, 2005), willingness to learn from mentees or whatever sources are appropriate (Lopez-Real & Characteristics of student peer mentors in higher education 159 Kwan, 2005), interest in collaborative learning (Randels et al, 1992), ability to express personal or professional vulnerability (McDougall & Beattie, 1997;Rose, 2003), willingness to share experiences and be receptive (Pitney & Ehlers, 2004), sharing personal aspects of life (Rose, 2003), sharing personal and professional concerns (Rose, 2005), and promoting an equal and collaborative relationship (Sands et al, 1991).…”

Section: Supportivenessmentioning

confidence: 99%

See 3 more Smart Citations

A taxonomy of the characteristics of student peer mentors in higher education: findings from a literature review

Terrion

Leonard

2007

Mentoring & Tutoring: Partnership in Learning

193

157

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Section: Prerequisites For the Student Peer Mentormentioning

confidence: 87%

Section: Characteristics Of the Student Peer Mentor Serving The Psychmentioning

confidence: 99%

Section: Supportivenessmentioning

confidence: 99%

Section: Supportivenessmentioning

confidence: 99%

See 2 more Smart Citations

A taxonomy of the characteristics of student peer mentors in higher education: findings from a literature review

Terrion

Leonard

2007

Mentoring & Tutoring: Partnership in Learning

193

157

View full text Add to dashboard Cite

“…However, women should not be exclusively mentored by other women, as women mentors themselves may be isolated and lacking information. A number of excellent references, describing both the benefits and difficulties of mentoring, are available (e.g., Brown 1993;Garner 1994;Hall and Sandler 1983;Lewis 1992;Maack and Passet 1994;Sandler 1993;Sands et al 1991;Wunsch 1994). …”

Section: Work To Make the Academic Environment More Supportive Of mentioning

confidence: 99%

Salaries and Advancement of Women Faculty in Atmospheric Science: Some Reasons for Concern

Winkler¹,

Tucker²,

Smith³

1996

Bull. Amer. Meteor. Soc.

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Zevin and Seitter's analyses of the 1993 American Meteorological Society membership survey indicated that university/college employees had the largest difference in salary by gender when controlling for experience and age. Further analyses of the membership survey presented here indicate that a large salary discrepancy exists for female full professors in atmospheric science. In addition, the small number of women at the associate professor rank suggests a "leaky pipeline" for female atmospheric science faculty. A comparison of tenure-stream faculty to Ph.D.-level atmospheric scientists outside of academia suggests that female Ph.D.'s have fared better in nonuniversity positions in terms of senior-level salaries and advancement from entry-to midlevel positions. Possible explanations for the salary differential at the full professor level and for the small number of female associate professors in atmospheric science are explored, although no conclusive explanation can be given at this time. Possible actions to remediate the salary differential and poor advancement of faculty are proposed. These remediative actions are directed to heads and chairs of atmospheric science departments who are often in a position to initiate change within their departments and universities.

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2007

ASHE Higher Education Report

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The Theoretical Framework: Psychosocial Oppression and Diversity Overview of the Framework The Importance of Reaffirming Diversity in Higher Education Structural Change Through Affirmative Action: A Report Card Why Is a Cross‐Disciplinary Framework for Achieving Diversity Needed? Asymmetric Institutional Power and Oppression The Antidote for Oppression: Reciprocal Empowerment The Metaphorical Perspective: Silence and Disempowerment The Biopsychosocial Framework The New Paradigm in Overcoming Barriers to Faculty and Staff Diversity Affirmative Action and Diversity: Partners and Protagonists Historical Development of Affirmative Action in Perspective The Interrelationship of Affirmative Action and Diversity The Impact of Supreme Court Decisions and Roads to the Future Stages in Developing Diversity The Role of Culture and Climate Walking the Talk: Lip Service or Real Gains? On the Way to Diversity: Psychological and Behavioral Barriers Psychosocial Discrimination and Attributional Ambiguity Psychology of the Agents of Oppression Dimensions of Contemporary Workplace Discrimination Internalization: The Impact of Discrimination on Self‐Esteem The Physiological Impact of Perceived Discrimination: A Scientific Perspective On the Way to Diversity: Organizational Barriers Formal and Informal Organizational Barriers Workplace Power: Understanding the New Battleground The Power of the Accreditation Model Diversity and Decentralization Navigating the Straits: Overcoming Challenges to Faculty Diversity Faculty Hiring for Diversity: Defeating the Narrowing Sieve Whitewater Rafting: The Tenure Journey Reward Structures, Intentionality, and Diversity Best Practices in Diversity Planning and Assessment The Twenty‐First‐Century Diversity Strategic Plan A Conceptual Approach to Diversity Assessment The Diversity Scorecard Retention and Beyond Reaching Reciprocal Empowerment: Recommendations and Implications Appendix: Representative Diversity Strategic Plans and Diversity Web Sites for Public Research Universities References Name Index Subject Index About the Authors

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Faculty Mentoring Faculty in a Public University

Cited by 109 publications

References 0 publications

A taxonomy of the characteristics of student peer mentors in higher education: findings from a literature review

A taxonomy of the characteristics of student peer mentors in higher education: findings from a literature review

Salaries and Advancement of Women Faculty in Atmospheric Science: Some Reasons for Concern

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