Mentorship is empirically related to several desired outcomes in college students including academic success and career development. Yet little is known about how mentorship aids leadership development in college students. This study uses data from the Multi-Institutional Study of Leadership, a national study with more than 110,000 participants from 101 institutions, to explore this issue. Findings show that leadership capacity is influenced by the mentorship process and the type of mentor (faculty, staff, employer, or peer). By focusing on who does the mentoring and how the mentoring process unfolds, this study informs best practices in mentoring for student leadership development.

In this multimethod, qualitative study we examined associate women professors' sense of agency in career advancement from the rank of associate to full. Defining agency as strategic perspectives or actions toward goals that matter to the professor, we explore the perceptions of what helps and/or hinders a sense of agency in career advancement. Our participants consisted of 16 women associate professors at a major research university who participated in an institutional intervention program designed to enhance sense of agency in career advancement, and a subset of 12 attendees who also participated in a follow-up focus group 6 months later. Participants commonly noted that the influences of workload alignment, interactions with on-campus colleagues, and sense of fit between personal values and institutional promotion criteria constrained their sense of agency in career advancement, while the institutional intervention, self-selected professional networks, and perceived abilities fostered their sense of agency in career advancement. We conclude with individual and institutional level recommendations for policies and practices aimed at enhancing sense of agency perspectives and actions in career development in hopes of better retaining, promoting, and supporting women faculty.

Over the last decade, many research universities have adopted policies and support mechanisms to help academic parents balance work and family. This study sought to understand what facilitates faculty agency in making decisions about work and family, including parental leave. We conducted 20 interviews with 5 men and 15 women at a research university that had initiated a parental-leave policy for academic parents. Factors influencing faculty sense of agency included the presence or lack of role models, departmental norms, university standards for working at home, the amount of capital that faculty felt they had acquired in departments, and parental-leave policies themselves.

EducationThe purpose of this study was to investigate the organizational factors that influence faculty sense of agency in their professional lives and whether the relationship between organizational factors and faculty agency manifests differently by gender. Past literature on faculty has largely taken an approach that was termed a "narrative of constraint," focusing on the challenges that faculty face in modern academe, such as

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