A Relational Approach to Mentoring Women Doctoral Students

Abstract

Our study examines the relationships of six dyads of women advisors and advisees in one doctoral program to understand power, context, and personal transformation. We found that mentoring is context specific and power dynamics range from equitable to hierarchical. This article explores the connection between relational cultural theory and transformative learning.

Gender and the Editorial Process:World Politics, 2007–2017

“…18.A vast literature on women and mentoring does not appear to focus on political science or publication specifically. For recent work on mentorship of doctoral students, see Gammel and Rutstein-Riley (2016). Dreher and Cox (1996) address intersectional issues in mentoring (outside of academia).…”

Exploring the lived experiences of mutuality in diverse formal faculty mentoring partnerships through the lens of mentoring schemas

“…Mentoring has been traditionally defined as an interpersonal relationship where senior and more experienced organizational members provide psychosocial (e.g., affirmation, counseling, and friendship) and career related support (e.g., sponsorship, advocacy, and coaching) to their junior colleagues (Kram, ). The traditional model of mentoring is best exemplified by the story of the “mythological Mentor, the elder guiding Telmachus, son of Odysseus and Penelope, in a hierarchical, unidirectional role as committed teacher and sponsor” (Gammel & Rutstein‐Riley, , p. 29). The traditional perspective on mentoring is limited in scope as it does not challenge the mentor to consider how they may benefit from the relationship.…”

“…As an alternative to the traditional mentoring approach, Ragins () suggested that a relational mentoring perspective would expand the scope of mentoring to a bi‐directional, mutual, interdependent, generative, and developmental relationship that benefits both the mentor and the mentee. Relational mentoring seeks “to re‐define the power imbalance, hierarchy, formality, objectivity, directionality, and limited focus” (Gammel & Rutstein‐Riley, , p. 29) of the traditional model. The relational perspective does not dismiss the traditional notion of mentoring, instead it offers a model of extraordinary mentoring where both mentors and mentees actively learn and grow from each other (Ragins, ).…”

Program and Instructional Strategies Supportive of Doctoral Students’ Degree Completion

“…Guerin and Green (2015) discuss the need for students to be receptive to diverse opinions on their work and to sort out power dynamics among research mentors, capstone supervisors, or dissertation chair and committee members. Gammel and Rutstein-Riley (2016) studied relationships of women advisors and advisees and found that mentoring is based on context and power dynamics within the relationship. The beginning relationship between the dyad usually starts formally; however, depending on context and power dynamics, it may evolve to become more collegial.…”