IngentaConnect Gender and mentoring of faculty in science and engineering: indiv...

Authors: Fox, Mary Frank¹; Fonseca, Carolyn²

Source: International Journal of Learning and Change, Volume 1, Number 4, 3 June 2007 , pp. 460-483(24)

Abstract:

The study significantly advances understanding of faculty's mentoring of other faculty, by gender, in science and engineering. The empirical analyses are grounded in a conceptual framework about the importance of individual and organisational characteristics in explaining faculty performance, including mentoring. The models investigate factors that explain: (1) who mentors, by gender and (2) who are mentored (women only, men only, or both women and men), by gender. Findings highlight the importance of individual and organisational/institutional characteristics for mentoring. Specifically, higher levels of rank significantly increase the likelihood of being a mentor among both women and men; while being a principal investigator is significant for men only. Departmental climates perceived as 'stimulating' influence being a mentor, but differ by gender. Any effect of field on being a mentor is present only for women. Multinomial models point to gender differences in explaining who mentors women only, men only, or both.

Keywords: EDUCATION AND LEARNING JOURNALS; Learning and Human Resources Development; MANAGEMENT JOURNALS; Policy and Organisational Management

Document Type: Research article

DOI: 10.1504/IJLC.2006.013912

Affiliations: 1: School of Public Policy, Georgia Institute of Technology, Atlanta, GA 30332-0345, USA. 2: School of Public Policy, Georgia Institute of Technology, Atlanta, GA 30332-0345, USA

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Gender and mentoring of faculty in science and engineering: individual and organisational factors