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1 – 10 of over 6000Kimberly A. Eddleston, David C. Baldridge and John F. Veiga
Although research has uncovered important predictors of managerial career success, the causal relationships between these predictors has not been fully explored. Accordingly, we…
Abstract
Although research has uncovered important predictors of managerial career success, the causal relationships between these predictors has not been fully explored. Accordingly, we propose and test a model that establishes a link between individual differences, salient career‐related beliefs, career enhancing outcomes and managerial career success. Using path analysis, we found that education and career impatience directly affected willingness to relocate and perceived marketability, which in turn led to more promotions offered and greater exposure to powerful networks. Finally, the number of promotions offered directly affected management level, which in turn affected compensation level. With respect to gender differences, we found that beliefs regarding the efficacy of mentoring positively influenced a woman's sense of marketability, and like her male counterpart, exposure to powerful networks. However, we also found that for women managers, unlike men, such exposure did not affect the number of promotions they were offered.
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Laurie L. Levesque, Regina M. O'Neill, Teresa Nelson and Colette Dumas
Purpose – To be the first study to consider the difference between men's and women's perceptions of most important mentoring functions. Design/methodology/approach – Survey…
Abstract
Purpose – To be the first study to consider the difference between men's and women's perceptions of most important mentoring functions. Design/methodology/approach – Survey recipients identified the three most important things that mentors can do for their protégés. Two independent coders categorized the behaviors listed by the 637 respondents. Findings – There was little difference between men's and women's perceptions of important mentoring behaviors. Women more than men reported championing and acceptance and confirmation behaviors to be in what they consider the top three for importance. Additionally, the lists respondents generated under‐represented the mentoring behaviors commonly identified in the extant literature, whereas some of the behaviors most frequently identified are not well represented in the mentoring literature. Research limitations/implications – Respondents were graduates of a top‐tier MBA program, although from multiple years. Future research should examine perceptions of mentoring behaviors by employees with different educational backgrounds and across cultures, particularly to explore perceptions of mentoring behaviors where cultural and gender stereotypes are present. Practical implications – The design of mentoring programs and fostering of cross‐sex mentoring are discussed in lieu of managing protégé expectations and educating mentors about actual expectations versus the expectations they might associate with the other sex. Originality/value – The findings here extend existing research by first asking men and women to generate a list of what they perceive to be the three most important mentoring behaviors and then showing that, for MBAs at least, there is little difference across the sexes.
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Elizabeth Torney Welsh and Erica W. Diehn
The purpose of this paper is to explore whether the disconnect between mentoring theory, which posits that women receive less workplace mentoring than men, and empirical results…
Abstract
Purpose
The purpose of this paper is to explore whether the disconnect between mentoring theory, which posits that women receive less workplace mentoring than men, and empirical results, which have found that women report equivalent or more mentoring received than men, is due to differences in perception rather than in actual mentoring provided.
Design/methodology/approach
Using an MTurk sample of working adults (n=251), a 2 (protégé/participant gender: male/female) × 2 (mentor gender: male/female) × 3 (amount of mentoring: high/medium/low) between-subjects experimental design was tested. This approach held relationship characteristics constant, allowing for an examination of the role of gender in mentoring perceptions.
Findings
Gender was associated with the way protégés viewed a mentoring relationship and their reports of mentoring received. When identical relationships were described, women were more likely than men to identify a senior colleague as a mentor, and protégés in heterogeneous gender mentoring relationships reported more mentoring received than those in homogeneous gender relationships.
Research limitations/implications
When examining mentoring, perceptual differences need to be considered before drawing conclusions.
Practical implications
This study calls into question findings of equivalent mentoring – refocusing attention on the importance of informal mentoring for improving women’s workplace outcomes.
Originality/value
Using an experimental design that holds relationship characteristics constant, this study is able to examine whether perceptions of mentoring are affected by gender. No study has previously done so, and results from the current study help to explain why there has been a disconnect between theory and empirical results.
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Kenneth Ray, Sylvia Marion Carley and Derrick Brown
Community college African American male student enrollment and academic success is diminishing. The authors explore the importance and wisdom of mentoring programs for African…
Abstract
Community college African American male student enrollment and academic success is diminishing. The authors explore the importance and wisdom of mentoring programs for African American males attending community colleges. The chapter considers issues of student persistence and retention and how they relate to effective community college mentoring programs. Specifically, the authors discuss how community college mentoring programs can counteract inherent obstacles for African American students attending commuter style campuses. A description of how some community colleges successfully engage African American male students in order to achieve Kuh's four attributes of a supportive college environment and to overcome the issues of college departure -- being first-generation college students, lacking academic self-concept, no or minimal institutional engagement with students, and no or minimal student involvement student involvement on campus – is provided. The authors highlight successful community college programs which include the national “Students African American Brotherhood” program, Santa Fe College's “My Brother's Keeper,” the North Carolina Community College System, and Hillsborough Community College's Collegiate 100.
Heli K. Lahtinen and Fiona M. Wilson
Men have power in organizations that women often lack. Investigatesgenerally men′s and women′s employment, job segregation, and part‐timeemployment. Discusses the barriers to…
Abstract
Men have power in organizations that women often lack. Investigates generally men′s and women′s employment, job segregation, and part‐time employment. Discusses the barriers to women′s progress. The first barrier is the role women have been socialized to adopt, for example, passive. The second is lack of support including limited financial resources, education and training, lack of child care arrangements, networks, role models, mentors and domestic constraints. A third barrier is attitudes such as employer biases, negative perceptions of women, attribution of female behaviour and use of language. Suggests how women could gain more power. Positive action is required within schools to encourage girls to pursue non‐traditional career plans. Further awareness of the problems arising from sex stereotyping is needed. Through mentoring women could have access to the power network. However, peer mentoring can be an egalitarian alternative for women. Discusses the importance of assertiveness training for women.
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Darius A. Robinson, Johnnie Allen and Cameron C. Beatty
This chapter will highlight the process of engaging Black college men in leadership learning by centering their intersecting identities. We employed liberatory pedagogy through an…
Abstract
This chapter will highlight the process of engaging Black college men in leadership learning by centering their intersecting identities. We employed liberatory pedagogy through an anti-deficit achievement framework for course design and delivery. The chapter addresses the importance and implications of understanding how engaging with same-race and same-gendered peers in formal leadership curricula can support Black men in continuing to develop their leadership identity, capacity, and efficacy. This chapter will end with key course outcomes, pedagogical methods to center identity and build leadership capacity, and key takeaways for leadership educators developing courses that engage Black college men. This chapter concludes with recommendations for research, policy, and practice and offers reflection questions for educators, advisors, and mentors to consider when designing curricula that center on Black men and their leadership learning.
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Jasmine Armstrong and Brandon A. Jackson
This study examines the role of mentorship in black Greek letter fraternities (BGLFs) in resisting cultural and institutional oppression. Based on 20 interviews with black male…
Abstract
This study examines the role of mentorship in black Greek letter fraternities (BGLFs) in resisting cultural and institutional oppression. Based on 20 interviews with black male college students, we build upon the works of others that have sought to examine the functions BGLFs play among black men in college. We suggest that BGLF participation offers collegiate black men mentorships with older members who motivate them to succeed personally and academically, support in integrating them into the black student community, and helps develop their professionalism and leadership. This mentorship allows young black men to contest the negative controlling images of black men culturally, and the lack of institutional support at predominantly white colleges and universities.
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Margaret Linehan and Hugh Scullion
The particular focus of this paper is female expatriates in Europe, which is a relatively under‐researched area. A total of 50 senior female expatriate managers were interviewed…
Abstract
The particular focus of this paper is female expatriates in Europe, which is a relatively under‐researched area. A total of 50 senior female expatriate managers were interviewed, representing a wide range of industry and service sectors. The aims of the paper are to highlight a number of critical factors which are necessary for successful female expatriate assignments. The results of the study show that female expatriates are disadvantaged in their careers because of the lack of organizational support which is readily available to their male counterparts. This lack of organizational support, together with the invisible barriers which constitute the glass ceiling, explain the relative scarcity of female expatriate managers.
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Guy J. Beauduy, Ryan Wright, David Julius Ford, Clifford H. Mack and Marcus Folkes
Many psychological, cultural, and social barriers exist that impact Black male participation in the workforce. In this chapter, authors discuss the impact that mentorship, racism…
Abstract
Many psychological, cultural, and social barriers exist that impact Black male participation in the workforce. In this chapter, authors discuss the impact that mentorship, racism, society, culture, economics, and other pertinent factors have on the career development of Black men. This chapter examines programs and strategies that effectively address the career development needs of Black men. A review of counseling interventions and their applicability to career counseling with Black men are presented. Emerging trends in career development for Black men are also discussed. In addition, provided in this chapter are personal narratives given by the authors who contextualize their career development experiences through culturally-specific career development theoretical frameworks. Lastly, implications for research, counseling, counselor education, and policy, as well as recommendations for professional development are offered.
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Siri Terjesen and Sherry E. Sullivan
The purpose of this study is to examine the under‐researched subject of the role of mentoring relationships within and outside of organizational boundaries as individuals make the…
Abstract
Purpose
The purpose of this study is to examine the under‐researched subject of the role of mentoring relationships within and outside of organizational boundaries as individuals make the career transition from being a corporate employee to becoming an entrepreneur.
Design/methodology/approach
Using structured interviews, the authors collected data from 24 men and women in the financial services industry in the UK about their experiences in making the transition from a corporate organization to a new venture work context. All interviews were transcribed and systematic Nvivo coding was used.
Findings
Developmental relationships with structural, relational, and cognitive embeddedness were most likely to transfer from the individual's corporate workplace to their new venture. Support for both the recent literature on multiple mentors and for gender differences in the patterns of these mentoring relationships was also found.
Originality/value
This is the first published study to examine whether mentor relationships from previous corporate employment transfer to the protégé's new entrepreneurial venture and whether other types of relationships (e.g. coworkers, clients) are transformed into mentor‐protégé relationships after the career transition to entrepreneurship. It is also among the few studies to examine mentoring of entrepreneurs and gender differences in mentoring within the entrepreneurial work context.
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