“The Only Person Who Cares”: Misperceptions of Mentoring Among Faculty and Students in IT Programs

Ogan, Christine; Robinson, Jean C.

doi:10.1080/00497870801917192

Cited by 3 publications

(1 citation statement)

References 22 publications

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“…To varying extents, computing departments have incorporated faculty and peer mentorship into the curriculum (Charleston et al, 2014; Cohoon et al, 2004; Ogan & Robinson, 2008; Pon-Barry et al, 2017). For one, some targeted mentoring efforts lie within introductory courses.…”

Section: Literature Reviewmentioning

confidence: 99%

Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways

Wofford

2023

AERA Open

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Mentorship is vital to increasing graduate school access in computing; however, mentorship must be structured in power-conscious, developmental ways to ensure equitable access to and support within computing graduate pathways. I engage a critical quantitative lens to examine mentoring support among undergraduates with reported graduate aspirations, taking a nuanced look at departmental mentorship to investigate how organizational power in computing may maintain inequitable mentoring outcomes. Descriptive and regression analyses draw from a longitudinal sample of 442 graduate aspirants in computing who completed an introductory course survey (between 2015–2017) and a follow-up survey (fall 2019). Results document significant variation in forms of mentoring support and disciplinary psychosocial beliefs (i.e., computing identity and self-efficacy), with key patterns across graduate aspirants’ social identities and mentors’ organizational power (via their departmental roles). I conclude by discussing structural and social inequities in mentorship, which may underscore disparities in students’ realization of their computing graduate aspirations.

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Section: Literature Reviewmentioning

confidence: 99%

Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways

Wofford

2023

AERA Open

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An interdisciplinary meta-analysis of the potential antecedents, correlates, and consequences of protégé perceptions of mentoring.

Eby¹,

Allen²,

Hoffman³

et al. 2013

Psychological Bulletin

423

510

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This meta-analysis summarized youth, academic, and workplace research on the potential antecedents (demographics, human capital, and relationship attributes), correlates (interaction frequency, relationship length, performance, motivation, and social capital), and consequences (attitudinal, behavioral, career-related, and health-related outcomes) of protégé perceptions of instrumental support, psychosocial support, and relationship quality to the mentor or to the relationship. A total of 173 meta-analytic correlations were computed based on data from 173 samples and a combined N of 40,737. Among antecedents, positive protégé perceptions were most strongly associated with greater similarity in attitudes, values, beliefs, and personality with their mentors (ρ ranged from .38 to .59). Among correlates, protégé perceptions of greater instrumental support (ρ = .35) and relationship quality (ρ = .54) were most strongly associated with social capital while protégé perceptions of greater psychosocial support were most strongly associated with interaction frequency (ρ = .25). Among consequences, protégé perceptions of greater instrumental support (ρ = .36) and relationship quality (ρ = .38) were most strongly associated with situational satisfaction while protégé perceptions of psychosocial support were most highly associated with sense of affiliation (ρ = .41). Comparisons between academic and workplace mentoring generally revealed differences in magnitude, rather than direction, of the obtained effects. The results should be interpreted in light of the methodological limitations (primarily cross-sectional designs and single-source data) and, in some instances, a small number of primary studies.

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The advancement and persistence of women in the information technology profession: An extension of Ahuja's gendered theory of IT career stages

Armstrong

Riemenschneider

Giddens

2018

Information Systems Journal

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In 2002, Manju Ahuja articulated the challenges women face in the information technology (IT) profession with the goal of developing a theoretical model of factors influencing career choice, career advancement, and career persistence for women in the IT profession. While Ahuja's work has been regularly cited in the IT workforce literature (citation count was around 120 using ISI Web of Science and around 425 using Google Scholar as of September 30, 2017), women continue to leave the IT profession at a disturbing rate. Using Ahuja's theoretical model as the foundation, this study asked women working in IT what workplace challenges they face.The findings from this study validate many of Ahuja's propositions and suggest an extended theoretical model that could be used to further explore the challenges women face at various career stages in the IT field. In addition, the extended theoretical model might be used to galvanize the discussion around developing a more inclusive IT work environment.

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“The Only Person Who Cares”: Misperceptions of Mentoring Among Faculty and Students in IT Programs

Cited by 3 publications

References 22 publications

Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways

Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways

An interdisciplinary meta-analysis of the potential antecedents, correlates, and consequences of protégé perceptions of mentoring.

The advancement and persistence of women in the information technology profession: An extension of Ahuja's gendered theory of IT career stages

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