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This dissertation examines some of the more subjective aspects of individuals' experiences of isolation within the context of racialized and gendered work organizations. This research develops two constructs--institutional and social isolation--and attempts to ascertain the extent to which racial and gender groups experience isolation similarly. Other attitudes, such as intent to turnover, affective commitment, and alienation, are analyzed with respect to feelings of isolation for these groups. Finally, because current thinking has advocated the use of organizational interventions, such as mentoring programs, to ameliorate individuals' feelings of separateness within the organization, the relationship of mentoring to the aforementioned constructs was examined for its usefulness in understanding similarities and differences between these groups. This research extends previous work by providing support for new conceptualizations of social isolation and isolation. It extends work done by Nkomo and Cox (1990) and others who found that individuals who had achieved some objective measures of success in organizations, still did not feel, subjectively, as if they were a part of the organization. Thus, the use of these isolation constructs will expand our knowledge of organizational processes in examining groups based on gender and race/ethnicity. The results indicate that isolation does exist on two dimensions: institutional isolation and social isolation. Asian-Americans have higher levels of institutional isolation, and African-Americans have higher levels of social isolation than any other group. Females experience higher levels of social isolation--but not institutional isolation--than males. There are some differences when race and gender are examined simultaneously in levels of experienced institutional and social isolation. Younger faculty feel more institutionally and socially isolated than older faculty. There is no significant effect of the presence of mentoring on institutional or social isolation; nor is there differential access to mentoring relationships by race. However, females enter mentoring relationships in greater proportions than males. There are also effects from cross-racial mentoring relationships. Finally, there are no significant differences, by race or gender, in the levels of affective organizational commitment or intent to turnover.
Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
This thoroughly updated Second Edition of the Handbook of Youth Mentoring presents the only comprehensive synthesis of current theory, research, and practice in the field of youth mentoring. Editors David L. DuBois and Michael J. Karcher gather leading experts in the field to offer critical and informative analyses of the full spectrum of topics that are essential to advancing our understanding of the principles for effective mentoring of young people. This volume includes twenty new chapter topics and eighteen completely revised chapters based on the latest research on these topics. Each chapter has been reviewed by leading practitioners, making this handbook the strongest bridge between research and practice available in the field of youth mentoring.
Cutting across the fields of psychology, management, education, counseling, social work, and sociology, The Blackwell Handbook of Mentoring reveals an innovative, multi-disciplinary approach to the practice and theory of mentoring. Provides a complete, multi-disciplinary look at the practice and theory of mentoring and demonstrates its advantages Brings together, for the first time, expert researchers from the three primary areas of mentoring: workplace, academy, and community Leading scholars provide critical analysis on important literature concerning theoretical approaches and methodological issues in the field Final section presents an integrated perspective on mentoring relationships and projects a future agenda for the field
The primary thrust of the proposed volume is to provide information for higher education minority serving institutions (MSIs) and other institutions and individuals interested in providing and/or improving mentoring programs and services to a variety of target groups. The editors are interested in how mentorship can produce beneficial outcomes for the mentor that may be similar to or different from outcomes in other educational contexts. Thus, the purpose of this volume is to showcase, through case studies and other forms of empirical research, how successful mentoring programs and relationships at MSIs have been designed and implemented. Additionally, we will examine the various definitions and slight variations of the meaning of the construct of mentoring within the MSI context. It is our intent to share aspects of mentoring programs and relationships as well as their outcomes that have heretofore been underrepresented and underreported in the research literature.
This book examines the importance of mentoring relationships. Mentoring is important to individual career development. Thus, the potential benefits of mentoring on a professional scale are addressed, regardless of career stage. Findings from a constructivist grounded theory study, that examined rural nurses' experiences of mentoring, is presented in this book. Multicultural models of mentoring relationships are also examined, which are necessary given the changing demographics of our society. Recommendations for developing positive multicultural mentoring relationships and future directions in research and training are looked at as well. Furthermore, mid-career is the most appropriate period for taking on mentoring responsibilities. Thus, a conceptual analysis of the relationships between the mentor's career stage and the mentoring process are analysed. This book also describes the attitudes, characteristics, and practices of effective mentoring of student teachers on students as well as the effect peer-mentoring has on disabled persons. Future directions of peer-mentoring and disability are addressed as well.
Take a critical look at the theory and recent empirical research specific to mentoring undergraduate students. This monograph: Explains how mentoring has been defined and conceptualized by scholars to date, Considers how recent mentoring scholarship has begun to distinguish mentoring from other developmental relationships, Synthesizes recent empirical findings, Describes prevalent types of formalized programs under which mentoring relationships are situated, and Reviews existing and emerging theoretical frameworks. This monograph also identifies empirical and theoretical questions and presents research to better understand the role of mentoring in promoting social justice and equity. Presenting recommendations for developing, implementing and evaluating formal mentoring programs, it concludes with an integrated conceptual framework to explain best-practice conditions and characteristics for these programs. This is the first issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
The practice of mentoring has had a long history of existence. It can be traced back to ancient mythology. Mentoring can affect individuals in a variety of areas including the effectiveness of the mentor and the relationship itself (Allen & Eby, 2010, Chandler, Kram & Yip 2011). The role of the mentor is important as the individual provides guidance, support, and feedback (Murphy & Kram, 2014). Types of mentoring can include formal or informal relationships. The study examined the effects of mentoring on the goal achievement of graduates of doctoral programs in education if the graduates were formally, informally, or not mentored. Additionally, the study examined if the matching of mentor/mentee demographics by gender and/or race and ethnicity played a role in the successful completion of their goals. The methodology for the study was quantitative and included some qualitative data to illicit additional information regarding the characteristics and connection of the mentor to the mentee and its impact on the relationship. The results indicated no statistical significance with regard to the relationship between formal, informal, and non-mentored individuals and their goal achievement, but the study did find evidence to support the longevity of mentoring relationships and their impact on goal achievement. The study also found a significance among students who graduated from religious-based institutions when compared to public and private institutions and the need for further examination in both areas.
This book offers a radically new theoretical analysis of mentoring, based on award winning research. The author draws upon detailed case studies, providing a unique and vivid account of mentoring from the perspective of the participants.