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Women of Color Navigating Mentoring Relationships examines the opportunities and challenges presented in mentoring relationships involving women of color. Contributors to this edited collection highlight the role of race, class, and gender-oriented constructions in the mentoring relationships in which women of color are engaged
Mentorship practice has been part of the human experience since the Golden Age of Greece. Engaging with a mentor as a way to learn and achieve one’s full potential is an ancient and respected practice. And, it has been the keystone on which the Association for Women in Science (AWIS) has built its program over the past three decades. Trailblazers, such as Dr. Estelle Ramey and Dr. Anne Briscoe, experienced first-hand the isolation of women in the country’s male-dominated scientific establishment and worked to build an organization that would promote women through mentoring relationships. Dr. Ramey, who earned her degree in p- siology and biophysics and taught at Georgetown Medical School, was a we- known feminist speaker and writer. Noted for her great wit, she once quipped, ‘‘I was startled to learn that ovarian hormones are toxic to brain cells. ’’ Throughout her career, Dr. Ramey decried sexist comments and situations that treated women as less than fully human. She felt very strongly about how little, if anything, it took to extend a helping hand to someone else in a way that could really make a huge difference in her life. As she wrote in her book called Letters to our Grandchildren, ‘‘If I could leave you with any advice, it would be to speak words of caring not only to those closest to you, but to all the hungry ears you encounter on your journey through a cold world.
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 world is continually changing. As organizations become more diverse, the need to recognize and develop talent within others becomes more critical and more complex. Herein lies the fundamental dilemma that parties to these important relationships face. Based on a recent gathering in Amherst, the contributors of this volume attempted to help each other better understand the issues that they were facing in their own diversified mentoring relationships as mentors, protégés, or both. This volume is the result of their efforts. Organized into three sections, the book focuses on the different types of mentoring perspectives--theoretical, empirical, and experiential. It addresses the following issues: *Developmental relationships--the emerging themes and theoretical models that discuss the experiences of various ethnic populations, *Empirical evidence--qualitative and quantitative research that examines the impact of diverse mentoring relationships, *First-hand accounts--experiences that recount key lessons learned in various situations, including breaking the glass ceiling, among others.
The Model Rules of Professional Conduct provides an up-to-date resource for information on legal ethics. Federal, state and local courts in all jurisdictions look to the Rules for guidance in solving lawyer malpractice cases, disciplinary actions, disqualification issues, sanctions questions and much more. In this volume, black-letter Rules of Professional Conduct are followed by numbered Comments that explain each Rule's purpose and provide suggestions for its practical application. The Rules will help you identify proper conduct in a variety of given situations, review those instances where discretionary action is possible, and define the nature of the relationship between you and your clients, colleagues and the courts.
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.