The Developmental Mentoring Relationship Between Academic Women

Rheineck, Jane E.; Roland, Catherine B.

doi:10.1002/j.2161-0029.2008.tb00048.x

Cited by 14 publications

(4 citation statements)

References 22 publications

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“…There is consensus regarding domains of mentoring and the relevant functions needed across academic disciplines (e.g., Johnson, 2002;Mullen & Hutinger, 2008) as well as for academic women (e.g., Rheineck & Roland, 2008) and faculty of color (e.g., Evans & Cokley, 2008). Most writers refer to Kram's (1985) delineation of two primary domains: career and psychosocial.…”

Section: Mentoring Domains and Functionsmentioning

confidence: 99%

Mentoring Promotion/Tenure‐Seeking Faculty: Principles of Good Practice Within a Counselor Education Program

Borders

Young

Wester

et al. 2011

Couns Edu & Supervision

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Approaches to mentoring junior faculty in counselor education departments have received minimal attention in the counseling literature. In this article, the authors describe a successful program based on the 10 principles for good mentoring recommended by Sorcinelli (2000). Application of the principles within a combined formal and informal mentoring approach is described, as are the experiences of junior faculty whose careers have been shaped within this system.

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Section: Mentoring Domains and Functionsmentioning

confidence: 99%

Mentoring Promotion/Tenure‐Seeking Faculty: Principles of Good Practice Within a Counselor Education Program

Borders

Young

Wester

et al. 2011

Couns Edu & Supervision

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“…Female doctoral students have different developmental needs for their academic and professional development (Rheineck & Roland, 2008); as such tailored mentoring supports are necessary. This study recommends further establishment of strategic endeavors in the educational leadership field that aid female doctoral students in purposefully identifying mentors who believe in and are willing to provide long-term consistent mentoring because-"mentoring matters" (Tillman, 2012, p. 125).…”

Section: Resultsmentioning

confidence: 99%

Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students’ Perspectives

Welton

Mansfield

Lee³

2014

Mentoring & Tutoring: Partnership in Learning

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There is limited research on quantitative differences between men and women's experiences in doctoral programs. We aim to fill that gap by sharing findings from a webbased exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited statistical significance in terms of gender differences in programmatic supports and scholarly progress. However, women experience feelings of self-doubt due to negative experiences with advising and mentoring, including difficulties making connections to a quality mentor. Furthermore, both female and male participants shared common definitions of what constitutes quality mentorship and believed mentorship was important, but lacking in varying degrees. Finally, all participants agreed that their educational leadership preparation programs should provide additional support in terms of writing and research development. Participants also shared important recommendations for strengthening mentoring experiences as well as future research methods and foci.

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“…The literature on mentoring indicates a number of roles of the mentor to facilitate the professional development of a mentee (Rheineck and Roland 2008). According to Maphosa, Shumba and Shumba (2007, 297), a mentor's role is multifaceted and fulfilling a mentor's role should not be taken lightly.…”

Section: Roles Of Mentorsmentioning

confidence: 99%

Are School-Based Mentors Adequately Equipped to Fulfil Their Roles? A Case Study in Learning to Teach Accounting

Reis

Braund

2019

Africa Education Review

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This article reports on a study that explored how school-based teachers fulfilled their roles as mentors in response to challenges faced by pre-service teachers while learning to teach accounting. Pre-service teachers in their final year at a University of Technology in South Africa and practising teachers from six high schools participated in the study. Pre-service teachers e-mailed reflection journals on a weekly basis over a period of four months to the first author who is a teacher educator. Unstructured interviews were carried out with each pre-service teacher and their respective mentors. The results indicated that not all mentors assisted the pre-service teachers according to the expectations of their roles. Despite mentoring having the potential to enhance the preparation of pre-service teachers, in the cases studied it did not always yield positive results. It became clear that the cumulative nature of the accounting discipline requires a different type of mentoring from other disciplines. In fact, numerous factors revealed in the study influenced the failure and success of mentoring pre-service teachers. Many of these factors are ones over which the university has no control.

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The Developmental Mentoring Relationship Between Academic Women

Cited by 14 publications

References 22 publications

Mentoring Promotion/Tenure‐Seeking Faculty: Principles of Good Practice Within a Counselor Education Program

Mentoring Promotion/Tenure‐Seeking Faculty: Principles of Good Practice Within a Counselor Education Program

Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students’ Perspectives

Are School-Based Mentors Adequately Equipped to Fulfil Their Roles? A Case Study in Learning to Teach Accounting

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