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Article
Publication date: 4 December 2017

Sylvia L. Mendez, Valerie Martin Conley, Rebecca S. Keith, Comas Haynes and Rosario Gerhardt

The purpose of this paper is to explore a new mentoring and advocacy-networking paradigm sponsored by the National Science Foundation (15-7680) Office for Broadening…

Abstract

Purpose

The purpose of this paper is to explore a new mentoring and advocacy-networking paradigm sponsored by the National Science Foundation (15-7680) Office for Broadening Participation in Engineering in the USA. The Increasing Minority Presence within Academia through Continuous Training (IMPACT) program pairs underrepresented minority (URM) faculty with emeriti faculty in engineering for career mentorship.

Design/methodology/approach

Researchers utilized a phenomenological qualitative research design to explore the influence of the three domains of the mentoring and advocacy-networking paradigm (career development, sponsorship, and coaching) through participant interviews of URM and emeriti faculty. Interviews, grounded by Social Cognitive Career Theory (SCCT), offered an in-depth understanding of the nature, meaning, and ways in which the IMPACT participants perceived the value of the mentoring experience.

Findings

Phenomenological findings suggest mentees viewed IMPACT participation as a means for career progression, and mentors saw it as an opportunity to “give back” to the engineering field. Neither believed cultural or generational gaps would hamper their mentoring relationships, as their shared academic interests would facilitate a bridge for any gaps.

Research limitations/implications

This paper identifies new questions related to the expectations and interests of both mentors and mentees who are engaged in a mentoring relationship. A longitudinal approach would offer deeper insight into mentoring as the relationship persists over time.

Originality/value

Evidence at this stage indicates that the IMPACT program has the potential to contribute to the career progression of URM faculty through the inclusion of an often overlooked resource of emeriti faculty.

Details

International Journal of Mentoring and Coaching in Education, vol. 6 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

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Book part
Publication date: 6 October 2014

Cynthia D. Anderson, Christine Mattley, Valerie Martin Conley and David A. Koonce

Community colleges are an under-recognized but vital component of higher education. Public two-year colleges provide a foundation for baccalaureate degree attainment…

Abstract

Purpose

Community colleges are an under-recognized but vital component of higher education. Public two-year colleges provide a foundation for baccalaureate degree attainment, educate a skilled math and science workforce, and support local economic development. Our research, which examines women STEM faculty at community colleges, highlights the role of gender in reproducing advantages and disadvantages within the academy.

Methodology

Data were collected by face-to-face interviews with 27 women faculty at nine community colleges in Ohio. We utilized semi-structured interviewing techniques to examine key dimensions such as decision-making leading to employment in two-year institutions, perceived advantages and disadvantages of such work, job satisfaction, and challenges to balancing career and family.

Findings

Results indicate considerable satisfaction among women faculty members, but contradict a popular stereotype that work at community colleges is easier for women with families. Despite relative parity in terms of occupational composition, pay, and tenure, community colleges are gendered in that they lack formal programs, institutionalized support, and leadership opportunities to support women.

Research limitations

Adjunct faculty play an important role in higher education but are underrepresented in our sample. Future research is needed to examine the unique situation of part-time faculty.

Implications

Community colleges are uniquely poised to contribute to improving gender equality for women in STEM. Understanding community colleges and the academic careers of women in STEM employed by these institutions is a vital step in our nation’s efforts to develop systemic approaches to increase representation and advancement of women in STEM careers.

Details

Gender Transformation in the Academy
Type: Book
ISBN: 978-1-78441-070-4

Keywords

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Article
Publication date: 4 December 2017

Andrew J. Hobson and Linda J. Searby

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Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 6 no. 4
Type: Research Article
ISSN: 2046-6854

Click here to view access options
Book part
Publication date: 6 October 2014

Abstract

Details

Gender Transformation in the Academy
Type: Book
ISBN: 978-1-78441-070-4

Click here to view access options
Book part
Publication date: 6 October 2014

Abstract

Details

Gender Transformation in the Academy
Type: Book
ISBN: 978-1-78441-070-4

Click here to view access options
Book part
Publication date: 6 October 2014

Marcia Texler Segal and Vasilikie Demos

This introduction sets forth the main themes of the volume, reviews the methods employed by the contributors, and demonstrates the relationships among the chapters.

Abstract

Purpose/approach

This introduction sets forth the main themes of the volume, reviews the methods employed by the contributors, and demonstrates the relationships among the chapters.

Research implications

Each of the chapters demonstrates the gendered nature of the academy and some of the ways in which women, especially women in science, technology, engineering, and mathematics (STEM) disciplines, are disadvantaged. None of them provides complete catalogues of the issues confronting women and none reach definitive conclusions regarding the ways and means of transforming the academy. Additional research and experimentation will be required.

Practical and social implications

The gender transformation of the academy holds the promise of more opportunities for women, especially but not only in STEM disciplines and higher administration, and greater probability of balance between work and personal life for all.

Value of the chapter

The chapter serves as an overall introduction to the volume and the subject matter more generally.

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