Journal articles: 'Gender and mentoring'

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Bower, Glenna G. "Gender and Mentoring." Journal of Physical Education, Recreation & Dance 83, no. 2 (February 2012): 6–12. http://dx.doi.org/10.1080/07303084.2012.10598720.

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Woodd, Maureen. "Gender Differences in Mentoring." Educational Management & Administration 25, no. 1 (January 1997): 25–34. http://dx.doi.org/10.1177/0263211x97251003.

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Welsh, Elizabeth Torney, and Erica W. Diehn. "Mentoring and gender: perception is not reality." Career Development International 23, no. 4 (August 13, 2018): 346–59. http://dx.doi.org/10.1108/cdi-11-2017-0198.

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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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Olson, Gary A., and Evelyn Ashton-Jones. "Doing Gender: (En)Gendering Academic Mentoring." Journal of Education 174, no. 3 (October 1992): 114–27. http://dx.doi.org/10.1177/002205749217400309.

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Antony, Louise, and Ann E. Cudd. "The Mentoring Project." Hypatia 27, no. 2 (2012): 461–68. http://dx.doi.org/10.1111/j.1527-2001.2012.01267.x.

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Freeman Jr, Sydney, and Frances Kochan. "Exploring mentoring across gender, race, and generation in higher education." International Journal of Mentoring and Coaching in Education 8, no. 1 (March 4, 2019): 2–18. http://dx.doi.org/10.1108/ijmce-05-2018-0027.

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Purpose The purpose of this paper is to examine a long-term mentoring relationship between a White female from the Traditional Generation and an African American male from the Xennial Generation, as engaged in a mentoring relationship within higher education institutions in the USA. The study investigated if, how and to what degree the differences and similarities between them influenced their mentoring relationship. Design/methodology/approach The authors used an autoethnographic approach involving extensive questioning, dialoguing, note keeping and analysis over eight months. Findings The analysis suggested that race had the greatest influence on the relationship. The primary reasons for mentoring success were similarities in family backgrounds and commonly held values. Research limitations/implications This study may not be generalizable to mentoring relationships that do not involve cultural differences in race, age or gender. Practical implications The paper offers a model for the types of strategies individuals can use in cross-racial mentoring endeavors to help build and sustain these relationships. It also includes suggestions for individuals engaged in mentoring relationships, which include gender, race or age differences, and organizations seeking to enhance diversity within their institutions. Originality/value There is not an extensive body of research on individual cross-racial, gender and generational mentoring that provides an analysis of the experience of those involved. Additionally, the model presented for examining cross-racial mentoring relationships is unique.

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Elliott, Catherine, Joanne D. Leck, Barbara Orser, and Catherine Mossop. "An Exploration Of Gender And Trust In Mentoring Relationships." Journal of Diversity Management (JDM) 1, no. 1 (June 1, 2006): 1–12. http://dx.doi.org/10.19030/jdm.v1i1.5024.

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To explore the role of gender and trust in mentoring, fifteen interviews with mentors were conducted. Eight mentors were male and seven were female; eight were involved in cross-gender mentoring. Subjects were asked to discuss the levels of trust they had developed in their relationships, and what had influenced its development. Interviews were conducted by telephone, transcribed, and analyzed independently by the two authors. This paper will present these findings and discuss future avenues of research. Practical implications to mentoring program designers are also discussed.

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Welch, Shay. "“Fit,” Mentoring, and Commitment." Hypatia 26, no. 4 (2011): 888–94. http://dx.doi.org/10.1111/j.1527-2001.2011.01185.x.

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Ragins, Belle Rose, and Terri A. Scandura. "GENDER AND THE TERMINATION OF MENTORING RELATIONSHIPS." Academy of Management Proceedings 1994, no. 1 (August 1994): 361–65. http://dx.doi.org/10.5465/ambpp.1994.10345888.

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Welsh, Elizabeth, and Erica Waldera Diehn. "Mentoring and Gender: Perception is Not Reality." Academy of Management Proceedings 2018, no. 1 (August 2018): 16738. http://dx.doi.org/10.5465/ambpp.2018.16738abstract.

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Okurame, David E. "Perceived mentoring functions: does mentor's gender matter?" Women in Management Review 22, no. 5 (July 24, 2007): 418–27. http://dx.doi.org/10.1108/09649420710761473.

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Díaz-Barriga, Miguel, Virginia Adams O'Connell, and Margarita Fermin. "Race, Gender and Mentoring in Anthropology Departments." Anthropology News 45, no. 8 (November 2004): 22–23. http://dx.doi.org/10.1111/an.2004.45.8.22.

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de Vries, Jennifer, Claire Webb, and Joan Eveline. "Mentoring for gender equality and organisational change." Employee Relations 28, no. 6 (November 2006): 573–87. http://dx.doi.org/10.1108/01425450610704506.

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Gutierrez, Angela, Lourdes R. Guerrero, Heather E. McCreath, and Steven P. Wallace. "Mentoring Experiences and Publication Productivity among Early Career Biomedical Investigators and Trainees." Ethnicity & Disease 31, no. 2 (April 14, 2021): 273–82. http://dx.doi.org/10.18865/ed.31.2.273.

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Objective: To identify which mentoring domains influence publication productivity among early career researchers and trainees and whether publication productivity differs between underrepresented minority (URM) and well-represented groups (WRGs). The mentoring aspects that promote publication productivity remain unclear. Advancing health equity requires a diverse workforce, yet URM trainees are less likely to publish and URM investigators are less likely to obtain federal research grants, relative to WRG counterparts.Participants: Early career biomedical investigators and trainees from the National Research Mentoring Network (NRMN), N=115.Methods: A mentoring-focused online follow-up survey was administered to respondents of the NRMN Annual Survey who self-identified as mentees. Publications were identified from a public database and validated with participant CV data. Bivariate and multivariate analyses tested the associations of publication productivity with mentoring domains.Results: URM investigators and trainees had fewer publications (M = 7.3) than their WRG counterparts (M = 13.8). Controlling for career stage and social characteristics, those who worked on funded projects, and received grant-writing or research mentorship, had a higher probability of any publications. Controlling for URM status, gender, and career stage, mentorship on grant-writing and funding was positively associated with publication count (IRR=1.72). Holding career stage, gender, and mentoring experiences constant, WRG investigators and trainees had more publications than their URM counterparts (IRR=1.66).Conclusions: Grant-writing mentorship is particularly important for publication productivity. Future research should investigate whether grant-writing mentorship differentially impacts URM and WRG investigators and should investigate how and why grant-writing mentorship fosters increased publication productivity. Ethn Dis. 2021;31(2):273-282; doi:10.18865/ed.31.2.273

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Ensher, Ellen A., and Susan E. Murphy. "The Mentoring Relationship Challenges Scale: The impact of mentoring stage, type, and gender." Journal of Vocational Behavior 79, no. 1 (August 2011): 253–66. http://dx.doi.org/10.1016/j.jvb.2010.11.008.

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Sosik, John J., and Veronica M. Godshalk. "The Role of Gender in Mentoring: Implications for Diversified and Homogenous Mentoring Relationships." Journal of Vocational Behavior 57, no. 1 (August 2000): 102–22. http://dx.doi.org/10.1006/jvbe.1999.1734.

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Bos, Angela L., and Monica C. Schneider. "New Research on Gender in Political Psychology." PS: Political Science & Politics 45, no. 02 (March 14, 2012): 223–31. http://dx.doi.org/10.1017/s1049096511002034.

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This symposium consists of three papers written after a small mentoring conference,New Research on Gender in Political Psychology, which was held in New Brunswick, New Jersey, March 4–5, 2011. As junior scholars, we received a grant from the National Science Foundation (#SES-1014854) to organize a conference for the purposes of mentoring pretenure faculty and promoting scholarship on gender in political psychology. Each of the three articles in this symposium focuses on a different aspect of the conference.

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House, Allan, Naila Dracup, Paula Burkinshaw, Vicky Ward, and Louise D. Bryant. "Mentoring as an intervention to promote gender equality in academic medicine: a systematic review." BMJ Open 11, no. 1 (January 2021): e040355. http://dx.doi.org/10.1136/bmjopen-2020-040355.

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BackgroundMentoring is frequently suggested as an intervention to address gender inequalities in the workplace.ObjectivesTo systematically review evidence published since a definitive review in 2006 on the effectiveness of mentoring interventions aimed at achieving gender equality in academic medicine.DesignSystematic Review, using the Template for Intervention Description and Replication as a template for data extraction and synthesis.SampleStudies were included if they described a specific mentoring intervention in a medical school or analogous academic healthcare organisation and included results from an evaluation of the intervention.Eligibility criteriaMentoring was defined as (1) a formally organised intervention entailing a supportive relationship between a mentor, defined as a more senior/experienced person and a mentee defined as a more junior/inexperienced person; (2) mentoring intervention involved academic career support (3) the mentoring relationship was outside line management or supervision of performance and was defined by contact over an extended period of time.OutcomesThe impact of mentoring was usually reported at the level of individual participants, for example, satisfaction and well-being or self-reported career progression. We sought evidence of impact on gender equality via reports of organisation-level effectiveness, of promotion or retention, pay and academic performance of female staff.ResultsWe identified 32 publications: 8 review articles, 20 primary observational studies and 4 randomised controlled trials. A further 19 discussed mentoring in relation to gender but did not meet our eligibility criteria. The terminology used, and the structures and processes reported as constituting mentoring, varied greatly. We identified that mentoring is popular with many who receive it; however, we found no robust evidence of effectiveness in reducing gender inequalities. Primary research used weak evaluation designs.ConclusionsMentoring is a complex intervention. Future evaluations should adopt standardised approaches used in applied health research to the design and evaluation of effectiveness and cost-effectiveness.

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Goerisch, Denise, Jae Basiliere, Ashley Rosener, Kimberly McKee, Jodee Hunt, and Tonya M. Parker. "Mentoring with: reimagining mentoring across the university." Gender, Place & Culture 26, no. 12 (October 8, 2019): 1740–58. http://dx.doi.org/10.1080/0966369x.2019.1668752.

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Robnett, Rachael D., Paul A. Nelson, Eileen L. Zurbriggen, Faye J. Crosby, and Martin M. Chemers. "The Form and Function of STEM Research Mentoring: A Mixed-Methods Analysis Focusing on Ethnically Diverse Undergraduates and Their Mentors." Emerging Adulthood 7, no. 3 (March 27, 2018): 180–93. http://dx.doi.org/10.1177/2167696818758734.

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This mixed-methods study examines mentoring relationships in an ethnically diverse sample of undergraduates in majors related to science, technology, engineering, and math (STEM). Guided by an intersectionality framework, we examined whether features of research mentoring differ at the intersection of ethnicity and gender. Survey data from undergraduates ( N = 486; 76% members of underrepresented ethnic groups; 66% women) revealed ethnic and gender variation in the amount of mentoring that participants reported receiving. Findings also showed that higher levels of instrumental mentoring at the study’s outset predicted higher STEM self-efficacy 1 year later. This finding was not moderated by ethnicity or gender, suggesting that instrumental mentoring bolsters self-efficacy among students from diverse backgrounds. To supplement the quantitative findings, we collected open-ended data from a subset of participants’ mentors ( N = 97). Thematic analysis of these data provides insight into the range of strategies that mentors used to bolster students’ STEM self-efficacy.

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Susan Abraham. "Mentoring (In)Hospitable Places." Journal of Feminist Studies in Religion 33, no. 1 (2017): 119. http://dx.doi.org/10.2979/jfemistudreli.33.1.10.

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Aikens, Melissa L., Melissa M. Robertson, Sona Sadselia, Keiana Watkins, Mara Evans, Christopher R. Runyon, Lillian T. Eby, and Erin L. Dolan. "Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes." CBE—Life Sciences Education 16, no. 2 (June 2017): ar34. http://dx.doi.org/10.1187/cbe.16-07-0211.

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Participating in undergraduate research with mentorship from faculty may be particularly important for ensuring the persistence of women and minority students in science. Yet many life science undergraduates at research universities are mentored by graduate or postdoctoral researchers (i.e., postgraduates). We surveyed a national sample of undergraduate life science researchers about the mentoring structure of their research experiences and the outcomes they realized from participating in research. We observed two common mentoring structures: an open triad with undergraduate–postgraduate and postgraduate–faculty ties but no undergraduate–faculty tie, and a closed triad with ties among all three members. We found that men and underrepresented minority (URM) students are significantly more likely to report a direct tie to their faculty mentors (closed triad) than women, white, and Asian students. We also determined that mentoring structure was associated with differences in student outcomes. Women’s mentoring structures were associated with their lower scientific identity, lower intentions to pursue a science, technology, engineering, and mathematics (STEM) PhD, and lower scholarly productivity. URM students’ mentoring structures were associated with higher scientific identity, greater intentions to pursue a STEM PhD, and higher scholarly productivity. Asian students reported lower scientific identity and intentions to pursue a STEM PhD, which were unrelated to their mentoring structures.

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Athey, Susan, Christopher Avery, and Peter Zemsky. "Mentoring and Diversity." American Economic Review 90, no. 4 (September 1, 2000): 765–86. http://dx.doi.org/10.1257/aer.90.4.765.

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We study how diversity evolves at a firm with entry-level and upper-level employees who vary in ability and “type” (gender or ethnicity). The ability of entry-level employees is increased by mentoring. An employee receives more mentoring when more upper-level employees have the same type. Optimal promotions are biased by type, and this bias may favor either the minority or the majority. We characterize possible steady states, including a “glass ceiling,” where the upper level remains less diverse than the entry level. A firm may have multiple steady states, whereby temporary affirmative-action policies have a long-run impact. (JEL J71, J41, D20)

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Ragins, Belle Rose, and Terri A. Scandura. "Gender Differences in Expected Outcomes of Mentoring Relationships." Academy of Management Journal 37, no. 4 (August 1994): 957–71. http://dx.doi.org/10.5465/256606.

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Behl, Natasha. "Violence and Mentoring: Race, Gender, and Sexual Harassment." PS: Political Science & Politics 53, no. 4 (October 2020): 780–83. http://dx.doi.org/10.1017/s1049096520000451.

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Leck, Joanne, Barbara Orser, and Allan Riding. "An examination of gender influences in career mentoring." Canadian Journal of Administrative Sciences / Revue Canadienne des Sciences de l'Administration 26, no. 3 (September 2009): 211–29. http://dx.doi.org/10.1002/cjas.112.

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RAGINS, B. R., and T. A. SCANDURA. "GENDER DIFFERENCES IN EXPECTED OUTCOMES OF MENTORING RELATIONSHIPS." Academy of Management Journal 37, no. 4 (August 1, 1994): 957–71. http://dx.doi.org/10.2307/256606.

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Russell, Glenda M., and Sharon G. Horne. "Finding equilibrium: Mentoring, sexual orientation, and gender identity." Professional Psychology: Research and Practice 40, no. 2 (2009): 194–200. http://dx.doi.org/10.1037/a0011860.

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Ortiz‐Walters, Rowena, Kimberly‐Ann Eddleston, and Kathleen Simione. "Satisfaction with mentoring relationships: does gender identity matter?" Career Development International 15, no. 2 (May 25, 2010): 100–120. http://dx.doi.org/10.1108/13620431011040923.

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Roberts, Andy. "The Androgynous Mentor: bridging gender stereotypes in mentoring." Mentoring & Tutoring: Partnership in Learning 6, no. 1-2 (June 1998): 18–30. http://dx.doi.org/10.1080/0968465980060102.

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Mobley, G. Melton, Charles Jaret, Kristin Marsh, and Yoon Yong Lim. "Mentoring, job satisfaction, gender, and the legal profession." Sex Roles 31, no. 1-2 (July 1994): 79–98. http://dx.doi.org/10.1007/bf01560278.

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Bailey, Sarah Frances, Elora C. Voyles, Lisa Finkelstein, and Kristina Matarazzo. "Who is your ideal mentor? An exploratory study of mentor prototypes." Career Development International 21, no. 2 (May 9, 2016): 160–75. http://dx.doi.org/10.1108/cdi-08-2014-0116.

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Purpose – One of the main aspects of a mentoring relationship involves the expectations that mentees have of an ideal mentor. However, the traits that mentees envision in an ideal mentor are unclear. The purpose of this paper is to present series of studies examined mentees’ ideas about their ideal mentor’s physical characteristics and mentoring functions. The authors also examined gender and racial (white/nonwhite) differences in ideal mentor preferences. Design/methodology/approach – The two studies examined what mentees envision when they picture their ideal mentor, and whether the ideal mentor prototypes varied by participants’ ethnicity and gender. Study 2 further examined mentees’ ideal mentor characteristics in a forced choice ranking scale and the ideal mentor scale (Rose, 2003). Findings – When asked to describe their ideal mentor’s appearance, participants provided detailed descriptions of the ideal mentor’s features. They also emphasized mentoring characteristics and behaviors, such as guidance. Participants’ preferences for their ideal mentor’s gender and race varied by the question format (open-ended description vs scale).When asked to envision their ideal mentor (Study 2), participants emphasized guidance, interpersonal warmth, and ethical integrity. Other mentoring characteristics and behaviors emerged in the content coding framework. Prototypes of the ideal mentors varied based on ethnicity and gender, but also on how the question was presented. Originality/value – These findings suggest that the ideal mentor prototype involves guidance, understanding, and role modeling ethical values. Like other organizational roles (i.e. leaders), awareness of these traits informs how employees view mentors and what they expect from mentoring relationships. Facilitators of mentoring programs can consider the ideal mentor prototype during the matching process and the initial stages of the mentoring relationship.

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Paludi, Michele A., Deborah Meyers, Joni Kindermann, Hilda Speicher, and Marilyn Haring-Hidore. "Mentoring and Being Mentored:." Journal of Women & Aging 2, no. 3 (November 19, 1990): 81–92. http://dx.doi.org/10.1300/j074v02n03_06.

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Towers, George W., Joan R. Poulsen, Darrin L. Carr, and Aimee N. Zoeller. "Mentoring for Faculty from Working-Class Backgrounds." Journal of Working-Class Studies 5, no. 1 (June 1, 2020): 101–18. http://dx.doi.org/10.13001/jwcs.v5i1.6255.

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Faculty mentoring across gender, race, and culture is facilitated by formal mentoring programs. Mentoring across the cultural differences associated with social class, however, represents a largely unaddressed gap in the provision of formal faculty mentoring. Based on a pre-program needs survey, we designed and delivered a pilot program that served working-class faculty with mentoring on career self-efficacy. Assessment showed that working-class faculty mentees made gains in this important construct. Our concluding discussion reflects upon the role of mentoring in the experience of working-class faculty.

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Ali, Belser, Kao, and Smith. "Full Catastrophe Mentoring: A Conversation." Journal of Feminist Studies in Religion 36, no. 2 (2020): 107. http://dx.doi.org/10.2979/jfemistudreli.36.2.08.

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Goh, Debbie, Christine Ogan, Manju Ahuja, Susan C. Herring, and Jean C. Robinson. "Being the Same Isn't Enough: Impact of Male and Female Mentors on Computer Self-Efficacy of College Students in It-Related Fields." Journal of Educational Computing Research 37, no. 1 (July 2007): 19–40. http://dx.doi.org/10.2190/3705-4405-1g74-24t1.

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This study investigates the relationship between computer self-efficacy, mentoring, and the gender of mentors and students. The decline of women in IT-related programs of U.S. universities has led scholars to suggest that making more female faculty mentors available could raise female students' computer self-efficacy. This could address women's computational reticence and encourage more women to enter and remain in the programs. A survey of students from IT-related programs in five U.S. universities shows that extent of mentoring received, gender of students, and time students spent on computers as teenagers were significant predictors of computer self-efficacy. Extent of mentoring, gender of students, and gender of mentors have significant main effects on computer self-efficacy. Students with male mentors reported significantly higher computer self-efficacy while students with female mentors reported lower computer self-efficacy. Female students with no mentors reported the lowest level of computer self-efficacy.

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JAIN, RACHNA, Bharti Shauran, and Neetu Jain. "Impact of mentoring on academic success of students in similar and cross gender mentoring relationships." International Journal of Indian Culture and Business Management 1, no. 1 (2020): 1. http://dx.doi.org/10.1504/ijicbm.2020.10040600.

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Kim, Hyondong. "Investigating the effects of work-family spillovers, gender, and formal mentoring on career goal of managers." International Journal of Manpower 38, no. 8 (November 6, 2017): 1065–85. http://dx.doi.org/10.1108/ijm-09-2014-0186.

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Purpose The purpose of this paper is to identify whether work-family spillovers significantly affect company managers’ determination of career goals by examining the importance of gender and formal mentoring to these managers. Design/methodology/approach The study sample consisted of 4,222 Korean managers compiled from a large-scale data set (Korean Women Manager Panel) that was collected by the Korea Women Development Institution in two waves (2009 and 2011). Findings Positive work-family spillover is positively related to managers’ career goals, whereas negative work-family spillover is negatively related to such goals. In the presence of positive work-family spillover, formal mentoring is more effective in helping male managers establish and develop career goals. Research limitations/implications The mentoring programs company managers are willing to engage in should be consistent with the gender role. Mentoring programs for female managers are moderately related to the importance of positive work experiences in establishing and developing their career goals. Therefore, to promote the career success of female managers, companies and societies must take actions to change the female managers’ perceptions of their management potentials. Originality/value Gender and formal mentoring programs influence the salience of company managers’ work and family roles, which determines the relationship between positive and negative work-family spillovers and career goals.

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Harris, Daman L., and Julius L. Davis. "The experiences of three black African male mathematics teachers in a same race and gender peer mentoring program." Journal for Multicultural Education 12, no. 2 (June 11, 2018): 172–82. http://dx.doi.org/10.1108/jme-04-2017-0027.

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PurposeThe purpose of this study is to examine three black African male mathematics teachers’ preparation, teaching experiences, why they chose to become teachers in a diverse school district, the successes and challenges they faced and the impact of a same race and gender peer mentoring program on them.Design/methodology/approachThis study used collective case study methodology to better understand three black African male mathematics teachers’ experiences in a same race and gender peer mentoring program and their professional experiences.FindingsThe results illustrated that all of the black African male mathematics teachers had experiences predicated on their race and gender. The same race and gender peer mentoring program helped black African male mathematics teachers to receive proper induction into the school district, navigate their schools and district and help create an environment to support their retention in schools and the district.Originality/valueThis study adds to the growing body of research on black male mathematics teachers and sheds light on how the same race and gender programs help to retain them in the profession and their schools.

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Kimmel, Michael, and Amy Traver. "Mentoring Masculinities: Race and Class in the (Re-)Construction of Gender in the USA and the UK." Irish Journal of Sociology 14, no. 2 (December 2005): 213–30. http://dx.doi.org/10.1177/079160350501400212.

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This article explores the empirical and political debates surrounding boys' academic experiences in America and the United Kingdom. It unearths the ways in which boys' problems in school have been blamed on feminism, and how race and class are ignored in both debates. Additionally, this article addresses same-gender mentoring as a remedial, gender-based strategy for the ‘problem’ of boys in schools. We offer a critique of the mentoring of boys, highlighting the ways in which it ‘others' boys of marginalised race and class status and legitimises hegemonic masculinity. This article concludes with an analysis of the potential of mentoring in the work with boys.

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Predoi-Cross, Adriana. "Inclusive mentoring and leadership, and the many roads to success." Canadian Journal of Physics 98, no. 6 (June 2020): ix—xvii. http://dx.doi.org/10.1139/cjp-2019-0291.

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This paper discusses recent approaches to gender-inclusive mentoring and leadership at different stages of one’s professional life. We will discuss life scenarios where mentoring makes a difference, different types of mentoring, how to find a mentor, roles and expectations of mentors and mentees, mentoring events, and challenges in the mentoring process. We will outline the importance of leadership activities in the professional development of young professionals. Traits of good leaders, leadership strategies, and lessons learned from good leadership examples, will be presented. Last, we will discuss different ways of defining and achieving success in professional life and beyond.

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Grima, François, Pascal Paillé, Jorge H. Mejia, and Lionel Prud'homme. "Exploring the benefits of mentoring activities for the mentor." Career Development International 19, no. 4 (August 5, 2014): 469–90. http://dx.doi.org/10.1108/cdi-05-2012-0056.

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Purpose – Mentoring is more and more studied by researchers on account of its professional and personal impact on mentees. This contribution has two main objectives. First, to empirically validate the benefits for the mentor and to test links between mentoring activities and benefits through a multidimensional analysis. Second, to incorporate two variables structuring the relationship into the analysis: the formal vs informal nature of the mentoring relationship and the gender composition of the dyad. The paper aims to discuss these issues. Design/methodology/approach – In total, 161 French managers have been surveyed. Findings – The results show that mentors value the personal dimension of the relationship more than the professional dimension. Moreover, informal mentoring favours the perception of a rewarding experience by the mentor, whereas formal mentoring is synonymous with improved professional performance. This research calls into question the advantage of same-sex dyads, suggesting that heterogeneity favours improved performance. Originality/value – The originality of the paper was to focus on the homogeneity of the mentor-protégé dyad in terms of gender.

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Ragins, Belle Rose, and Dean B. McFarlin. "Mentor Roles: An Investigation of Cross-Gender Mentoring Relationships." Academy of Management Proceedings 1989, no. 1 (August 1989): 58–62. http://dx.doi.org/10.5465/ambpp.1989.4977937.

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PARKER, DONNA L. "A Workshop on Mentoring across Gender and Culture Lines." Academic Medicine 77, no. 5 (May 2002): 461. http://dx.doi.org/10.1097/00001888-200205000-00034.

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O'Brien, Kimberly E., Andrew Biga, Stacey R. Kessler, and Tammy D. Allen. "A Meta-Analytic Investigation of Gender Differences in Mentoring." Journal of Management 36, no. 2 (May 8, 2008): 537–54. http://dx.doi.org/10.1177/0149206308318619.

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Lyon, J. Michael, Phillip Farrington, and Jerry Westbrook. "Mentoring of Scientists and Engineers: A Comparison of Gender." Engineering Management Journal 16, no. 3 (September 2004): 17–25. http://dx.doi.org/10.1080/10429247.2004.11415253.

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Ragins, Belle Rose, and Dean B. McFarlin. "Perceptions of mentor roles in cross-gender mentoring relationships." Journal of Vocational Behavior 37, no. 3 (December 1990): 321–39. http://dx.doi.org/10.1016/0001-8791(90)90048-7.

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Robinson, John D., and Dawn L. Cannon. "Mentoring in the Academic Medical Setting: The Gender Gap." Journal of Clinical Psychology in Medical Settings 12, no. 3 (September 2005): 265–70. http://dx.doi.org/10.1007/s10880-005-5745-4.

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E. Okurame, David, and Rhoda Fabunmi. "Protean and boundaryless careers." Career Development International 19, no. 1 (February 4, 2014): 73–100. http://dx.doi.org/10.1108/cdi-03-2013-0033.

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Abstract:

Purpose – The study aims to explore the role of mentoring and the moderating effects of gender on protean and boundaryless career orientations in the African albeit Nigerian cultural context. Design/methodology/approach – Data were collected from 250 Nigerian nurses through a questionnaire. Findings – Mentoring support predicted protean career dimensions but was non-significant for boundaryless career dimensions. Gender directly accounted for a significant percentage of the variance in physical mobility in favor of women but did not predict self-directed, value-driven and psychological mobility career attitudes. Gender significantly moderated the relationship between mentoring and new career dimensions except physical mobility. Research limitations/implications – The male sample was limited and data from a single professional group/organization in Nigeria may not typify organizations in general. This calls for caution in generalizing findings. Practical implications – Proactive career management and value-driven attitudes can be fostered by ensuring quality mentor support. The peculiar direct and moderating effects of gender on protean and boundaryless careers deserve particular attention. Originality/value – The absence of African perspectives on new career directions in most reference journals limits the global scope of comparative studies. The present study provides information on the under-researched role of mentoring and gender in modern career models from Africa, and makes useful theoretical contributions to new career perspectives, especially in the context of how relationships among study variables may differ across national cultural contexts.

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Vincent, Annette, and Judy Seymour. "Mentoring among Female Executives." Women in Management Review 9, no. 7 (December 1994): 15–20. http://dx.doi.org/10.1108/09649429410069935.

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Journal articles on the topic 'Gender and mentoring'

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