The relational selves of female graduate students during academic mentoring: from dialogue to transformation

Koro‐Ljungberg, Mirka; Hayes, Sharon

doi:10.1080/13611260600739241

Cited by 31 publications

(26 citation statements)

References 34 publications

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“…The majority of reviewed qualitative studies focused on adding to our theoretical understanding of students' and/or mentors' mentoring experiences (e.g., Atkins and Williams 1995;Edwards and Gordon 2006;Hauer et al 2005;Kador and Lewis 2007;Koro-Ljungberg and Hayes 2006;Lark and Croteau 1998;Pitney and Ehlers 2004;Reddick 2006;Wallace et al 2000), as discussed in the following section of this article. However, we also reviewed numerous qualitative studies centered on understanding students' perceived benefits of mentoring.…”

Section: Focus/methodologymentioning

confidence: 98%

Mentoring College Students: A Critical Review of the Literature Between 1990 and 2007

2009

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In response to the mounting national support provided to mentoring programs and initiatives in higher education, the present article updates a review article written by Jacobi (Rev Educ Res 61(4): 1991). The article revisits the mentoring literature in an attempt to re-frame and update the definition and characteristics of mentoring provided by Jacobi. It also synthesizes and critically analyzes empirical literature specific to mentoring college students published between 1990 and 2007. Finally, the article presents broad theoretical perspectives of mentoring from the business, psychology and education literature in preface to a proposed theoretical framework specific to mentoring college students. The article concludes with specific recommendations to advance the mentoring literature.

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Section: Focus/methodologymentioning

confidence: 98%

Mentoring College Students: A Critical Review of the Literature Between 1990 and 2007

2009

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“…Graduate students who aspire to conduct research in their post-graduate careers stand to benefit tremendously from the experience of collaborating with faculty during graduate study, and faculty members who include student collaborators in their research may benefit from the added enthusiasm, willingness to work, and differing perspectives that students often bring to a project (Endersby 1996;Koro-Ljungberg and Hayes 2006). Just as collaborative work has added benefits, it has added responsibilities.…”

Section: Student-faculty Collaborative Researchmentioning

confidence: 97%

Authorship in Student-Faculty Collaborative Research: Perceptions of Current and Best Practices

Welfare

Sackett

2010

J Acad Ethics

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Determining appropriate authorship recognition in student-faculty collaborative research is a complex task. In this quantitative study, responses from 1346 students and faculty in education and some social science disciplines at 36 research-intensive institutions in the United States were analyzed to provide a description of current and recommended practices for authorship in student-faculty collaborative research. The responses revealed practices and perceptions that are not aligned with ethical guidelines and a lack of consensus among respondents about appropriate practice. Faculty and student respondents agreed that students deserve more authorship recognition than they get in common practice but they did not agree on the appropriate authorship arrangement for several of the collaborative scenarios described in the study or on the relative value of various contributions to research projects. The misalignment with ethical codes and lack of consensus among the respondents is problematic because student-faculty collaborative research is common and authored publications are powerful indicators of research competency. With these detailed results, students and faculty can better anticipate areas where their perspectives are likely to differ and faculty can work to clarify ambiguous expectations.

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“…Here, mentors are an important source of cues and clues, helping the mentee to be aware of the extent of the tacit dimension of work and to see some of its meanings. (p. 33) Koro-Ljungberg and Hayes (2006) ground their views of mentorship in social constructionism: "We viewed mentoring as a socially constructed concept in which the participants in the relationship constructed roles and identities based on their interactions with each other" (p. 391). For our mentoring journey, we embraced this view of mentorship.…”

Section: Mentorship Appellationsmentioning

confidence: 97%

“…Both our mentoring relationship and collaborative writing are grounded in a social constructionist view where relational roles and identities are co-constructed (Koro-Ljungberg & Hayes, 2006). In this framework, we chose to situate our work in narrative inquiry as a way both to conceptualize and to articulate the living and telling of our experiences.…”

mentioning

confidence: 99%

Storying the Terroir of Collaborative Writing: Like Wine and Food, a Unique Pairing of Mentoring Minds

Griffin

Beatty

2010

Mentoring & Tutoring: Partnership in Learning

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The relational selves of female graduate students during academic mentoring: from dialogue to transformation

Cited by 31 publications

References 34 publications

Mentoring College Students: A Critical Review of the Literature Between 1990 and 2007

Mentoring College Students: A Critical Review of the Literature Between 1990 and 2007

Authorship in Student-Faculty Collaborative Research: Perceptions of Current and Best Practices

Storying the Terroir of Collaborative Writing: Like Wine and Food, a Unique Pairing of Mentoring Minds

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