The Influence of Gender on Relationship Aspects of Beginning Teachers and Their Mentors
Abstract:To date, relatively few researchers have examined the gender composition of mentoring dyads in the context of Career and Technical Education (CTE). Without such studies, understanding with respect to how gender influences the dyad relationship is limited. An integrated theoretical framework that draws from the similarity-attraction paradigm, relational demography, and attachment theory is applied to this exploratory study involving beginning teachers of agricultural education. Hypotheses related to the influence of gender on the success of the mentoring relationship were tested. It appears that gender heterogeneity does not hinder the mentoring relationship of beginning teachers. The results suggested that male and female beginning teachers, and beginning teachers in same-gender and mixed-gender dyads perceived similar levels of psychosocial mentoring and its functions, and dyad satisfaction. Significant differences existed between males and females regarding their perceptions of dyad similarity; however, no significant differences were found between beginning teachers in same-gender and mixed-gender dyads on the same measure. Further research on interpersonal processes in mentoring relationships is encouraged, and gender norming in agricultural education should be examined.
Document Type: Research Article
Publication date: 2008-01-01
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- (CTER) publishes refereed articles that examine research and research-related topics in vocational/career and technical education, career development, human resource development, career issues in the schools (Grades K-12), postsecondary education, adult and lifelong learning, and workforce education. The CTER Editorial Board is committed to publishing scholarly work that represents a variety of conceptual and methodological bases. Submission of manuscripts representing one of the following styles is encouraged: (a) empirically-based manuscripts that report results of original research, either quantitative or qualitative, (b) reviews or synthesis of empirical or theoretical literature, (c) essays derived from original historical or philosophical research, (d) reviews of recently published books, and (e) rejoinders to articles recently published in CTER. CTER will consider for publication papers initially presented at conferences, including those disseminated through conference proceedings.
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