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

Authors: Fox, Mary Frank¹; Fonseca, Carolyn²

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

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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: http://dx.doi.org/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

Publication date: 2007-06-03

More about this publication?

International Journal of Learning and Change covers contemporary issues from the perspectives of process, structure, meaning and methods of individual and organisational learning and their impact on the organisational change process. International Journal of Learning and Change seeks to improve the understanding and approach to learning by addressing both theoretical and practical issues that have a high relevance to reforming and revitalising organisational capability, knowledge and intellectual assets. Learning is essential to individuals and organisations, whilst change is inevitable and needs to be managed wherever possible. The advancement of human knowledge and understanding of organisational learning and appropriate responses to the process of change determine social and economic progress. International Journal of Learning and Change is dedicated to the advancement of knowledge of management of learning and change, especially the process process and method of learning and change in science-based and technology-driven developments and applications. International Journal of Learning and Change also covers intricate sets of management theories and practices concerning a range of topics such as electronic learning, learning-by-doing, action learning, sustainable development, efficacy, and ethics of learning and change.
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Gender and mentoring of faculty in science and engineering: individual and organisational factors

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