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I JUST NEED SOMEONE WHO KNOWS THE ROPES: MENTORING AND FEMALE FACULTY IN SCIENCE AND ENGINEERING

卷 18, 册 1, 2012, pp. 79-96
DOI: 10.1615/JWomenMinorScienEng.2012002193
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摘要

Although women are making inroads into academic science and engineering, they are under-represented in all science and engineering disciplines, are less likely to be full professors (J. Burrelli, in InfoBrief: Science Resource Statistics, NSF, Washington, DC 2008), and are more likely to have exposure to negative experiences with a sexist and hostile climate (H. Dryburgh, Gender Soc., vol. 13, pp. 664−682, 1999;. J.G. Robinson and J.S. McIlwee, Sociol. Q., vol. 32, pp. 403−421, 1991). As a result of these inequities many universities have implemented mentoring programs to provide equal career support for women and men in order to improve success in achieving tenure and promotion. The goal of this research is to report findings from a small interview study of female faculty in science and engineering, reporting their perceptions of their mentoring experiences and the role of gender in shaping those perceptions in an effort to gain insights that will help to make mentoring programs more effective. Three distinct types of mentoring emerged, including: (1) global mentoring, which was the most wide-ranging, involved and committed mentoring relationship; (2) formal targeted mentoring, which occurred in the context of a formal program, was aimed specifically toward providing advice and support toward attaining a career goal; and (3) informal targeted mentoring often initiated by the protegee herself. We found that the mentoring relationship is affected by the use of traditional gender ideology that supports the belief that being a woman and an engineer/scientist is not compatible, which has the potential to influence the mentoring relationship by making protegees feel more vulnerable to negative evaluation. Finally, we make a series of concrete recommendations for developers of mentoring programs to make them more supportive for women faculty.

对本文的引用
  1. Thomas Nicole, Bystydzienski Jill, Desai Anand, Changing Institutional Culture through Peer Mentoring of Women STEM Faculty, Innovative Higher Education, 40, 2, 2015. Crossref

  2. Sanchez-Pena Matilde, Main Joyce, Sambamurthy Nikitha, Cox Monica, McGee Ebony, The factors affecting the persistence of Latina faculty: A literature review using the intersectionality of race, gender, and class, 2016 IEEE Frontiers in Education Conference (FIE), 2016. Crossref

  3. Sattari Negin, Sandefur Rebecca L., Gender in academic STEM: A focus on men faculty, Gender, Work & Organization, 26, 2, 2019. Crossref

  4. Deanna Rocío, Merkle Bethann Garramon, Chun Kwok Pan, Navarro-Rosenblatt Deborah, Baxter Ivan, Oleas Nora, Bortolus Alejandro, Geesink Patricia, Diele-Viegas Luisa, Aschero Valeria, de Leone María José, Oliferuk Sonia, Zuo Rui, Cosacov Andrea, Grossi Mariana, Knapp Sandra, Lopez-Mendez Alicia, Welchen Elina, Ribone Pamela, Auge Gabriela, Community voices: the importance of diverse networks in academic mentoring, Nature Communications, 13, 1, 2022. Crossref

  5. Gregor Margo, Dunn Marianne, Campbell-Halfaker Devynn, Martin-Fernandez Javier, Ferrer Anthony, Robinson Simone, Plugging the Leaky Pipeline:A Qualitative Investigation of Untenured Female Faculty in STEM, Journal of Career Development, 2022. Crossref

将发表的论文

Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs Meseret Hailu, Neelakshi Rajeev Tewari, Brooke Coley Underrepresented Students Pursuing Mathematics-Intensive Degrees: Changes after Transitioning to College Alison Marzocchi What do STEM Clubs do? The Effect of College Club Participation on Career Confidence and Gender Inclusion Guillermo Dominguez Garcia, Jennifer Glass Validating Practices and Messages that Promote Women’s Engineering Classroom Belongingness: An Intersectional Approach Dina Verdin, A Lili Castillo Examining the Role of Institutional Support on International Doctoral Women’s STEM Persistence and Mental Health Aisha Farra, Aashika Anantharaman, Sarah Swanson, Kerrie Wilkins-Yel, Jennifer Bekki, Nedim Yel, Ashley Randall, Bianca Bernstein Searching for safe space: Student veterans’ uneven pathways to STEM careers by race Brittany Hunt, Jae Hoon Lim Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students’ Perceptions Reuben May, Christine Stanley, America Soto-Arzat, Jennifer Ackerman PSYCHOLOGICAL SAFETY AND TEAM MEMBER EFFECTIVENESS OF MINORITIZED STUDENTS IN ENGINEERING EDUCATION Behzad Beigpourian, Matthew Ohland Perceptions of Department Chair Roles and Responsibilities in Career Progression and Success of Women STEM Faculty Stephanie Jones, Patricia Ryan Pal “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition Jerry Yang, Joseph Towles, Sheri Sheppard, Sara Atwood “I Want to Make an Impact”: The Science Identity and Career Goals of Black and Latinx Science and Engineering Postdoctoral Scholars Sylvia Mendez, Kathryn Watson, Kathryn Starkey, Valerie Conley Care Work, Science Brokering, and Career Motivations: How Hispanic/Latinx Young Adults in STEM Express Social Agency during the COVID-19 Pandemic Angela Frederick, Angelica Monarrez, Danielle Morales Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment Cynthia Villarreal, Julie Posselt, Theresa Hernandez, Alexander Rudolph
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