Understanding the Links between Mentoring and Self-Efficacy in the New Generation of Women STEM Scholars

Abstract

American colleges and universities are in need of innovative approaches to recruit and retain the upcoming generation of new faculty members. Specifically within the STEM (Science, Technology, Engineering, and Math) fields, there is an additional need to focus on meeting the needs of women in order to begin to address gender inequity within STEM. This chapter examines the impact of mentoring on self-efficacy for female graduate students and post doctoral fellows in STEM fields. Using data from a national study of selected U.S. academic institutions, recommendations are made in order to enhance mentoring practices that will reduce the barriers women face within STEM fields. Quality mentoring programs represent a viable way to enhance institutional change that may result in increased numbers of women in STEM fields.

(She) Woman and (He) University. Attraction Fatale or L'amour Réciproque? The Academic Careers of Women

“…Achieving a relatively stable academic position (PhD) is synchronized with the peak of their reproductive life. In consequence, they often make a decision to leave, "signaling a brain drain in academia", which often leads to the "disadvantage in their careers when women then choose to re-enter the workforce" 42 .…”

Paving the way and passing the torch: mentors’ motivation and experience of supporting women in optical engineering

“…A few research findings have started to emerge showing the quality of science production being improved by addressing gender issues (Castaño and Webster 2011, Le-May Sheffield 2006, Osborne et al 2008, ROSE Project 2007, Schiebinger 2008, Sjøberg and Schreiner 2010, Uriarte et al 2007. A number of case studies have reported the positive effects of programmes successfully tackling gendered academic research cultures (Sible et al 2006, Fox et al 2009, Rhoton 2011 (Yost et al 2010, Rosenthal et al 2011. Furthermore, the importance of women mentoring women for their success in higher education and academic institutions has also been emphasised (Schlegel 2000, Touchton et al 2008.…”

Board 102: Development of the Persistence of Engineers in the Academy Survey (PEAS)

“…Gardner [34] investigated women faculty satisfaction and departure with items that included departmental fit, resources, informal network, respect from colleagues, recognition, work-life balance, and tenure and promotion processes. Yost et al [37] examined recruitment of women in STEM and considered departmental fit, collegiality, mentoring, work-life balance, workload, and funding. Welch and Jha [47] investigated determinants of satisfaction among faculty with subconstructs that included: satisfaction with rewards, recognition, and reputation within the department; perceived influence over hiring, tenure, promotion, resource support, and service assignment within the department.…”

“…Based on the findings and comments from STEM faculty participants from the first pilot study, some scale items were revised and new items were added to reinforce the two constructs (Opportunities for Advancement/Promotion and Sense of Belonging) and other constructs. Particularly, we revised items for mentoring, considering two underlying subconstructs of mentoring on career development and psychological support in the literature ([30] [37]). These revision and addition resulted in a total of 65 items for ten constructs.…”