Gotowe bibliografie tematyczne / Gender and mentoring

Gotowa bibliografia na temat „Gender and mentoring”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 19 lutego 2022

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Artykuły w czasopismach na temat "Gender and mentoring"

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Bower, Glenna G. "Gender and Mentoring". Journal of Physical Education, Recreation & Dance 83, nr 2 (luty 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, nr 1 (styczeń 1997): 25–34. http://dx.doi.org/10.1177/0263211x97251003.

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Welsh, Elizabeth Torney, i Erica W. Diehn. "Mentoring and gender: perception is not reality". Career Development International 23, nr 4 (13.08.2018): 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., i Evelyn Ashton-Jones. "Doing Gender: (En)Gendering Academic Mentoring". Journal of Education 174, nr 3 (październik 1992): 114–27. http://dx.doi.org/10.1177/002205749217400309.

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Antony, Louise, i Ann E. Cudd. "The Mentoring Project". Hypatia 27, nr 2 (2012): 461–68. http://dx.doi.org/10.1111/j.1527-2001.2012.01267.x.

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Freeman Jr, Sydney, i Frances Kochan. "Exploring mentoring across gender, race, and generation in higher education". International Journal of Mentoring and Coaching in Education 8, nr 1 (4.03.2019): 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 i Catherine Mossop. "An Exploration Of Gender And Trust In Mentoring Relationships". Journal of Diversity Management (JDM) 1, nr 1 (1.06.2006): 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, nr 4 (2011): 888–94. http://dx.doi.org/10.1111/j.1527-2001.2011.01185.x.

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Ragins, Belle Rose, i Terri A. Scandura. "GENDER AND THE TERMINATION OF MENTORING RELATIONSHIPS." Academy of Management Proceedings 1994, nr 1 (sierpień 1994): 361–65. http://dx.doi.org/10.5465/ambpp.1994.10345888.

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Welsh, Elizabeth, i Erica Waldera Diehn. "Mentoring and Gender: Perception is Not Reality". Academy of Management Proceedings 2018, nr 1 (sierpień 2018): 16738. http://dx.doi.org/10.5465/ambpp.2018.16738abstract.

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Rozprawy doktorskie na temat "Gender and mentoring"

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Fowler, Jane, i j. fowler@griffith edu au. "Mentoring relationships at work: An investigation of mentoring functions, benefits, and gender". Griffith University. School of Applied Psychology, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030226.074725.

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The program of research reported here provides a contemporary view of mentoring relationships. In particular, it presents a definition that reflects mentoring experiences in modern organisations, identifies mentoring functions and benefits as perceived by mentees and mentors, and examines the relationships between those constructs and gender. Forty-eight mentees and mentors from a range of organisations, representing all possible gender combinations of mentee-mentor, were interviewed about their mentoring experiences. Content analysis of the interview data identified 42 categories of mentoring functions and 29 categories of benefits perceived by mentees and mentors. The emergent categories of mentoring functions and benefits were used to construct measurement instruments. The instruments were then completed by 500 mentees and mentors, again representing all four gender combinations of mentee-mentor, from a range of organisations. Principal components analyses revealed seven mentoring functions identified by mentees and eight by mentors. Those functions were Personal and Emotional Guidance, Coaching/Learning Facilitation (identified as two separate functions by mentors), Advocacy, Role Modelling, Career Development Facilitation, Strategies and Systems Advice, and Friendship. The study extended empirical research by identifying a range of distinct mentoring functions rather than the broad category approach adopted in previous research. The principal components solutions generated separately for mentees and mentors were similar, indicating convergent views between the providers and recipients of these functions. Several of the mentoring functions that emerged were similar to those identified by Kram (1980) and the emergence of new functions was interpreted in light of changes in organisations over the past 20 years and the recruitment of representative samples, in this study, that reflected those changes. Principal components analyses also revealed four mentoring benefits identified by mentees and five by mentors. Benefits for mentees were Professional Enhancement, Interpersonal Relationship, Professional Induction/ Immersion, and Professional Reward. By identifying the benefits that mentees themselves perceive as being attributable to their mentoring relationships, the current study extended empirical research on mentee benefits beyond, objective, traditionally measured outcome variables. Benefits for mentors were Professional Enhancement, Organisational and Peer Recognition, Interpersonal Relationship, Meaningfulness and Fulfillment, and Productivity. The range of benefits that emerged reflects the importance mentees and mentors place on the psychological and interpersonal experiences of their mentoring relationships. The relationships between mentoring functions and benefits and gender were examined for both mentees and mentors. Results indicate that gender effects are limited to only some mentoring functions and benefits. Examination of the relationships between distinct mentoring functions and benefits indicated that specific mentoring functions are related to particular benefits for both mentees and mentors. The theoretical and practical implications of these findings are discussed and suggestions for future research are provided.
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Kurmeyer, Christine. "Mentoring". Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-220665.

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Mentoring ist die Weitergabe informeller Wissensbestände von einer erfahrenen an eine weniger erfahrene Person, von einer Mentorin bzw. einem Mentor an eine oder einen Mentee. Mentoring kann auch auf Gruppen bezogen sein. Die Handlungsfelder umfassen Frauenförderung, Integration, Wissensmanagement, Personalentwicklung, organisationalen Wandel oder die Vorbereitung auf eine Berufstätigkeit. Seit den 1990er Jahren wurden vermehrt Mentoringprogramme für Frauen und Mädchen entwickelt, deren Ziel es ist, Bildungs- und Karriereverläufe entsprechend der individuellen Talente und Fähigkeiten zu verwirklichen.
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Kurmeyer, Christine. "Mentoring". Universitätsmedizin Berlin, 2014. https://ul.qucosa.de/id/qucosa%3A14393.

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Mentoring ist die Weitergabe informeller Wissensbestände von einer erfahrenen an eine weniger erfahrene Person, von einer Mentorin bzw. einem Mentor an eine oder einen Mentee. Mentoring kann auch auf Gruppen bezogen sein. Die Handlungsfelder umfassen Frauenförderung, Integration, Wissensmanagement, Personalentwicklung, organisationalen Wandel oder die Vorbereitung auf eine Berufstätigkeit. Seit den 1990er Jahren wurden vermehrt Mentoringprogramme für Frauen und Mädchen entwickelt, deren Ziel es ist, Bildungs- und Karriereverläufe entsprechend der individuellen Talente und Fähigkeiten zu verwirklichen.
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Johnson, Scott Randolph. "A Phenomenological Study of Cross Gender Mentoring Among U.S. Army Officers". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3686.

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Leader mentoring in the military has not been well researched, especially that involving cross-gender pairings. A phenomenological study was conducted to gain insight into the perceptions, thoughts, and feelings of military officers regarding their decision to engage in mentoring, to include with members of the opposite gender. Semistructured interviews were conducted with 20 male and 20 female U.S. Army senior commissioned officers to collect information regarding mentoring selection perspectives and decisions and to examine emerging themes, concepts, and patterns, using NVivo 11 Pro Plus. Negative themes that emerged among both male and female participants concerned adverse perceptions of members within the organization, including perceptions of inappropriate relationships, sexual contact, unprofessionalism, rumors, mal-intent, and concern for impact on spouses. Positive themes among both male and female participants included feelings regarding success, career progression, promotions, opportunities, sharing, leadership, developing, and increased potential. Participants also expressed their amenability to mentoring officers of the opposite gender, with varying degrees of expectation for success. Understanding how military officers perceive, think, and feel regarding mentor selection will provide U.S. Army leadership with useful information that can promote positive social change among the officer ranks and will help leaders better understand the mentor and mentee relationship. This will have a positive impact on the U.S. military's efforts to ensure that all female officers receive effective mentoring and socialization.
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Ervin, Elizabeth Ellen. "Mentoring recomposed: A study of gender, history, and the discourses of education". Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186786.

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This dissertation investigates the ways in which various discourses of education--including canonical texts within philosophy, science, and other disciplines; documents articulating university policy; and ordinary exchanges among teachers, students, and colleagues--have constructed femaleness and academic professionalism in mutually exclusive terms. I begin with the assumption that the mentor embodies professional skills, values, and behaviors, and thus acts as an agent of professional normalization within the academy. I then demonstrate the ways in which mentors are complicit in uncritically reproducing educational structures and discourses that can inhibit the success of women in higher education. I conclude by arguing that mentoring can function effectively within an increasingly diverse academic community only if it redefines the values, standards, behaviors, and discourses that define academic professionalism. Because mentoring relationships represent complex intersections of the personal and the professional, this project approaches the subject matter from multiple perspectives--including history and historiography, ethnography, personal essay, rhetorical analysis, and feminist theory. I devote the first four chapters to a general discussion of my methodologies, and historical analyses of three representative models of mentoring: pederasty, apprenticeship, and advising. Appearing among these historical chapters are case studies of six academic women who explore the legacy of these mentoring models in their lives and careers. My purposes here are to illustrate the ways in which mentoring relationships reproduce historically specific constructions of masculinity and femininity, and at the same time to explore the ways in which these constructions manifest themselves in modern academic settings. The dialogue that develops between the historical analyses and the case studies suggests that, in general, current mentoring policies and practices within the academy do not take seriously the perspectives and experiences of women and other non-traditional university populations, and may in fact discourage women from participating fully in professional activities.
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Armstrong, Anita Harker. "Making the “Good” Professor: Does Graduate Mentoring Promote Gender Equality in Academia?" DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1063.

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Mentorship is a critical component of a graduate education and facilitates the process of socialization into the role of professorship. Numerous studies continue to support the idea that mentorship, particularly woman-to-woman mentoring, is essential for overcoming barriers to women’s mobility within male-dominated fields. This study critically examines this assumption through the analysis of 59 qualitative interviews with faculty mentors and graduate students in science, technology, engineering, and mathematics conducted at one Canadian and one American institution. Initially, I explore how mothers in academe are socialized from differing levels to fit into narrowly defined roles as “good” professors. This expands our conceptualization of a motherhood penalty to include more subtle discrimination and illuminates the complexity within which motherhood is embedded in work organizations and reproduced through interaction (including mentorship). By following a comparison of the relational dynamics of women graduate students in same-gender and cross-gender iv mentorships, the overwhelming conclusion is that both men and women as faculty mentors are capable of socializing their students in ways that have potential to transform the academic institution regarding gender equity. Still, many examples of how mentoring alternately functions to perpetuate inequities exist. Finally, a crossnational analysis allowed exploration of institutional contexts and how they influence the ways in which mentors model balance. In contexts where family leave is institutionalized (i.e. Canada), conflict between work and family life should be lessened. Given this assumption, we should see a distinct separation of experiences between Canadian and American academics. In reality, these boundaries are more blurred. This finding implies that despite differences in levels of support formally offered to families through policy initiatives, professional barriers experienced by academics prevent the type of substantive benefits they are meant to afford. In practice, faculty mentors remain wedded to ideal worker models rooted in the masculine work ethics of their professions regardless of institutionalized family policies, thereby perpetuating inequality through mentorship. This, in turn, prevents institutional change. In summary, this study contributes to theoretical models of gendered institutions; advances understanding of the tenacity of gender inequality in academia; and informs university policies related to mentoring practices and workfamily policies.
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Benetto, Kimberly S. "The Influence of Training and Gender in Mentoring on Novice School Administrators". Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1292939539.

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RAUCH, CAROL L. "THE EFFECT OF GENDER MATCH ON BEGINNING TEACHER MENTORING PROCESSES AND OUTCOMES". University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116250309.

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Salkeld, Jenny. "Leadership Advancement and Mentoring of Women Into Chief Financial Officer Roles". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2688.

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This qualitative study investigated the personal descriptions and experiences of women in chief financial officer roles for Fortune 1000 companies, educational institutions, and private entities. Research on women in senior leadership roles is typically reflective of those in chief executive officer positions rather than chief financial officer positions. The literature is also limited on the ascension of women into chief financial officer roles and the influences of mentoring on career progression. The purpose of the study was to capture individual points of view from participants' lived experiences of leadership advancement, gender inequality, and mentoring in chief financial officer roles in order to discover meaning and understanding of the phenomenon. The interview questions for this study examined (a) the effect of the glass ceiling on career ascension, (b) the influence of mentoring as either a mentee or mentor, (c) the possibility of token management roles, (d) the impact of pay disparities, (e) the implications of leadership style, (f) the influence of gender discrimination, and (g) the organizational culture in limiting or promoting women in leadership roles. The theoretical framework of the study included social learning theory, feminist theory, role congruity theory, and relational-cultural theory. Data were collected via personal interviews with 10 participants, which were audio recorded, transcribed, and coded for themes. The results showed that although gender inequalities exist, there has been progress with the mentoring and promotion of women into chief financial officer positions. The study has the potential to effect social change by emphasizing the importance of mentoring programs for women that not only address professional aspirations and goals, but also create balance for personal accomplishments.
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Amarin, Nancy Lillian, i Norina Reis. "A correlation analysis of parental expectations, mentoring, and gender socialization on women's self-efficacy". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2389.

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This study investigated social influences believed to have an impact on the development of women's self-efficacy. The independent variables examined included parental expectations, gender role socialization, and mentoring. A questionnaire with both ordinal and nominal questions was administered to 196 female undergraduates attending California State University, San Bernardino and California State Polytechnic University, Pomona. The sample was predominantly Caucasian (35,2 percent) and Hispanic (33.7 percent), with a median age of 20. Participants answered 57 questions, consisting of demographic questions, measures of self-efficacy and three independent variables. Pearson r analysis found positive significant correlations between self-efficacy and all three variables. The implications for social work and recommendations for social work policy, practice, and research are discussed.
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Książki na temat "Gender and mentoring"

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Sellner, Edward Cletus. The double: Male eros, friendships, and mentoring : from Gilgamesh to Kerouac. Maple Shade, NJ: Lethe Press, 2013.

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Coholic, Diana. Exploring the complexities in mentoring relationships within the academy: Considering the factors of gender and race : a report of research findings. Sudbury, Ont: Laurentian University, 2006.

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Modeling mentoring across race/ethnicity and gender: Practices to cultivate the next generation of diverse faculty. Sterling, Virginia: Stylus Publishing, 2015.

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Ozler, Berk, Kelly Hallman, Marie-France Guimond, Elizabeth A. Kelvin, Marian Rogers i Esther Karnley. Girl Empower – A Gender Transformative Mentoring and Cash Transfer Intervention to Promote Adolescent Wellbeing: Impact Findings from a Cluster-Randomized Controlled Trial in Liberia. Elsevier, 2019. http://dx.doi.org/10.1596/33065.

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Clinton, Catherine, red. Sisterly Networks. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9780813066615.001.0001.

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Tracing the development of the field of southern women’s history over the past half century, Sisterly Networks shows how pioneering feminists laid the foundation for a strong community of sister scholars and delves into the work of an organization central to this movement, the Southern Association for Women Historians (SAWH). Launched in 1970, the SAWH provided programming, mentoring, fundraising, and outreach efforts to support women historians working to challenge the academic establishment. In this book, leading scholars reflect on their own careers in southern history and their experiences as women historians amid this pathbreaking expansion and revitalization of the field. Their stories demonstrate how women created new archival collections, expanded historical categories to include gender and sexuality, reimagined the roles and significance of historical women, wrote pioneering monographs, and mentored future generations of African American women and other minorities who entered the academy and contributed to public discourse. Providing a lively roundtable discussion of the state of the field, contributors comment on present and future work environments and current challenges in higher education and academic publishing. They offer profound and provocative insights on the ways scholars can change the future through radically rewriting the gender biases of recorded history.
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Beaudry, Catherine, Johann Mouton i Heidi E. Prozesky. The Next Generation of Scientists in Africa. African Minds, 2018. http://dx.doi.org/10.47622/978-1-928331-93-3.

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Young scientists are a powerful resource for change and sustainable development, as they drive innovation and knowledge creation. However, comparable findings on young scientists in various countries, especially in Africa and developing regions, are generally sparse. Therefore, empirical knowledge on the state of early-career scientists is critical in order to address current challenges faced by those scientists in Africa. This book reports on the main findings of a three-and-a-half-year international project in order to assist its readers in better understanding the African research system in general, and more specifically its young scientists. The first part of the book provides background on the state of science in Africa, and bibliometric findings concerning Africa's scientific production and networks, for the period 2005 to 2015. The second part of the book combines the findings of a large-scale, quantitative survey and more than 200 qualitative interviews to provide a detailed profile of young scientists and the barriers they face in terms of five aspects of their careers: research output; funding; mobility; collaboration; and mentoring. In each case, field and gender differences are also taken into account. The last part of the book comprises conclusions and recommendations to relevant policy- and decision-makers on desirable changes to current research systems in Africa.
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Bazen, Jacques. University spin-offs and economic impact on semi-peripheral regions in the Netherlands. Hogeschool Saxion, lectoraat Regio Ontwikkeling, 2020. http://dx.doi.org/10.14261/f58678f3-daa8-4422-aab7c7fcafa8966d.

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In this study, several aspects of Saxion spin-offs have been analysed, the numbers, workplaces, location, migration, gender issues, different economic sectors and survival rates. The main question underlying all these analyses was what the impact of Saxion as university of applied sciences is on the regional economy of the two regions in which it is located. From the literature, the concept of an entrepreneurial ecosystem, as explanatory factor for the observations that in certain regions more graduates or staff members start their own business and that such an ecosystem helps small fledgling businesses to survive and grow is an interesting concept. Unfortunately, the theoretical foundations are still not fully crystallized, therefore measuring the actual influence of such entrepreneurial ecosystems is still a difficult exercise. In this study, Saxion spin-offs from two regions, Twente and the Cleantech Region, have been analysed, and several differences in terms of number of spin-offs, employment, migration patterns and survival rates have been identified. Since the spin-offs are from the same university of applied sciences, with the same policy regarding support of entrepreneurship and both regions are located outside of the economic core regions of the country, it appears as if the strength of the regional context, the regional entrepreneurial ecosystem and the business opportunities it provides is a factor in explaining why there are more spin-offs in Twente (even when controlling for the larger size of the Saxion campus in this region). If one assumes that the strength of the entrepreneurial ecosystem is stronger in Twente (among others because of existing business networks, the availability of a world class research university, the University of Twente and a business support organization like Novel-T), it would explain why spin-offs located in this region on average offer more workplaces, and have a higher survival rate than in the Cleantech Region. Gender differences related to entrepreneurship are present in Saxion spin-offs, female graduates and staff members are much less likely to start a spin-off company than their male counterparts. When females do start, their spin-offs are on average much smaller in terms of workplaces offered. Their businesses have on average an equal survival rate than those started by a male entrepreneur. Findings from the literature on the subject and the numbers found in this study suggest that there is a need for specific programs in Saxion targeting females, to at least think about starting their own business. Also, specific mentoring programs for spin-offs with female entrepreneurs may help to let these businesses grow and increase their regional economic impact. Saxion spin-offs can be found in many different sectors, something understandable given the broad spectrum of study programs in Saxion. Even though most spin-offs remain micro sized businesses, certain economic sectors seem to offer better scalable business models, especially in sectors such as industry, information and communication technology businesses and business support services. The number as well as employment in the more innovative and internationally competitive topsectors is much higher in the region Twente than in the Cleantech Region, possibly another consequence of the – apparently – stronger regional entrepreneurial ecosystem in Twente. An often-stated argument for regional economic development is that investing in spin-off companies will help to create workplaces in the region, since companies are not very likely to move. In this study, the data on migration of spin-offs have been compared with the migration of graduates, based on the HBO-monitor survey. It is not possible to one-on-one compare the two datasets, as the migration of spin-offs is calculated for the first five years of their existence and the HBO-monitor is held around one and a half year after graduation. Still, w
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Części książek na temat "Gender and mentoring"

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Block, Brit-Maren. "Project-Mentoring". W GIEE 2011: Gender and Interdisciplinary Education for Engineers, 131–46. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-982-4_10.

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Yngvesson, Tina, Susanne Garvis i Donna Pendergast. "Mentoring in the Academy Between Academic Mothers". W Palgrave Studies in Gender and Education, 165–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38211-7_7.

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Gilligan, Kim. "A Critical Analysis of Masculinity During Mentoring in Contemporary Schools". W Gender Equality in Changing Times, 83–106. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-26570-0_5.

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Stout-Rostron, Sunny. "Gender Issues in Business Coaching". W The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring, 155–74. Oxford, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118326459.ch9.

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Nolan, Susan A. "Gender Disparity in the Training and Mentoring of Chemists". W ACS Symposium Series, 29–44. Washington, DC: American Chemical Society, 2006. http://dx.doi.org/10.1021/bk-2006-0929.ch004.

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Füger, Helene, Nikolina Sretenova, Christine Brunn, Dagmar Höppel, Evi Genetti i Sabine Lask. "Promoting Women Researchers through Mentoring Eument-Net as a Basis for a European Network of Mentoring Programmes for Women in Academia and Research". W Gender Equality Programmes in Higher Education, 153–62. Wiesbaden: VS Verlag für Sozialwissenschaften, 2008. http://dx.doi.org/10.1007/978-3-531-91218-9_11.

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Norris, Luke, Nicola Clarke i Leanne Norman. "An Evaluation of a Mentoring Programme to Support High-Performance Women Coaches". W Improving Gender Equity in Sports Coaching, 198–216. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003028642-15.

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Leicht-Scholten, Carmen. "Where is the Key to Success? A Comparative Evaluation of Mentoring Programmes for Outstanding Female Scientists in Natural Science, Engineering, Social Sciences and Medicine". W Gender Equality Programmes in Higher Education, 163–78. Wiesbaden: VS Verlag für Sozialwissenschaften, 2008. http://dx.doi.org/10.1007/978-3-531-91218-9_12.

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Jäger, Ulle. "Do Little Strokes Fell Big Oaks? Mentoring within the Federal Programme for Gender Equality at Swiss Universities and Its Impact on Academic Structures". W GenderChange in Academia, 409–22. Wiesbaden: VS Verlag für Sozialwissenschaften, 2010. http://dx.doi.org/10.1007/978-3-531-92501-1_31.

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O’Callaghan, Liam. "Mentoring and Gender". W Mentoring in Physical Education and Sports Coaching, 66–74. Routledge, 2014. http://dx.doi.org/10.4324/9781315797687-8.

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Streszczenia konferencji na temat "Gender and mentoring"

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"Barriers to effective mentoring practices in academia: challenges to equitable faculty support in movement into senior ranks". W Closing the Gender Gap. Purdue University, 2016. http://dx.doi.org/10.5703/1288284316080.

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Ferreira, Ana C., i Celina P. Leão. "Factors That Can Influence Mentorship Relationships in Advanced Education: Critical Insight". W ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-64589.

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Streszczenie:
“Mentoring is a brain to pick, provide an ear to listen, and give a push in the right direction” John C. Crosby. Mentoring, by definition, is a relationship between a more experienced or more knowledgeable person and a less one. This relationship improves the personal and professional growth for the mentee. However, mentoring brings benefits for both individuals involved in such relationship. The mentoring process must be regarded not only from the mentee point of view, but also from the mentor perspective. In effect, both sides work together in order to achieve the best outcome considering the initial defined objectives. Mentoring is a growing phenomenon that has demonstrated positive results. This reality is due to the increase number of students applying for postgraduate training and search for guidance. To verify how this process on advanced studies is conducted, several semi-structured interviews were carried out under the postgraduate engineering programme of a Portuguese university. The focus of these interviews was the identification of the parameters that influence the mentoring process. Topics such educational background, age, previous experiences, gender and longevity of mentoring relationship were queried in this study. This paper aims to understand the perceptions of the mentorship relationship from a group of engineering students in advanced education and connect their point of views with some aspects of the mentoring literature.
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del Río Merino, Mercedes, Paola Villoria Saez i Rocío Santos Jiménez. "MIND THE GAP OF LEADERSHIP: THE GENDER MENTORING PROGRAM OF THE BUILDING ENGINEERING SCHOOL". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0040.

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Lin, Pao-Cheng, i Pei-Kuan Lin. "Gender differences in perceiving mentoring effectiveness — A case study at X institute of technology in Taiwan". W 2012 9th International Conference on Service Systems and Service Management (ICSSSM 2012). IEEE, 2012. http://dx.doi.org/10.1109/icsssm.2012.6252328.

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Liu, Ruijian, Long Ye i Ming Guo. "Research on the influence of mentoring relationship on improving the career satisfaction of young teachers in universities and colleges — The moderating effect of gender". W 2016 International Conference on Logistics, Informatics and Service Sciences (LISS). IEEE, 2016. http://dx.doi.org/10.1109/liss.2016.7854412.

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