Diversity and Workplace Mentoring Relationships: A Review and Positive Social Capital Approach

Ragins, Belle Rose

doi:10.1002/9780470691960.ch17

Cited by 58 publications

(77 citation statements)

References 81 publications

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“…For example, identification might enable better realization of ideal selves, authentic professional identities, self-efficacy, self-enhancement, personal learning, and relational job learning (Beauregard & Dunning, 1998;Dutton & Heaphy, 2003;Ibarra, 1999;Lankau & Scandura, 2002;Ragins, 2007;Ragins & Kram, 2007). For example, identification might enable better realization of ideal selves, authentic professional identities, self-efficacy, self-enhancement, personal learning, and relational job learning (Beauregard & Dunning, 1998;Dutton & Heaphy, 2003;Ibarra, 1999;Lankau & Scandura, 2002;Ragins, 2007;Ragins & Kram, 2007).…”

Section: Testing and Extending The Modelmentioning

confidence: 99%

Seeing You in Me and Me in You: Personal Identification in the Phases of Mentoring Relationships

Humberd

Rouse

2016

AMR

107

101

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Identification is integral to mentoring relationships, yet we know relatively little about the process through which mentors and protégés identify with each other, how this mutual identification shifts through the phases of the mentoring relationship, and how identification impacts the quality of the relationship over time. In this paper, we integrate theories of the self, relationships, and relational mentoring to consider the role of identification in informal mentoring. Specifically, we theorize how the process of personal identification occurs in mentoring from the perspective of both the mentor and protégé and offer a model that demonstrates how shifts in identification relate to the quality of the relationship that develops over time. We conclude with a discussion of implications for research and theory in mentoring.

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Section: Testing and Extending The Modelmentioning

confidence: 99%

Seeing You in Me and Me in You: Personal Identification in the Phases of Mentoring Relationships

Humberd

Rouse

2016

AMR

107

101

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“…Gender may influence what protégés bring into mentoring relationships (see Rhodes et al), what protégés get out of mentoring relationships (Smith-Jentsch et al), and who is selected as a mentor (see Liang et al). Although gender has been extensively examined in youth (Liang & Grossman, 2007) and in workplace mentoring (Ragins, 2007), research on youth mentoring tends to focus on gender differences in the meaning and importance of relationships whereas workplace mentoring often discusses power and resource differences between the genders as it relates to the importance of mentoring for women. Integrative research outlining how mentor and protégé gender influence relationship initiation, development, and the consequences of mentoring is another area for future multidisciplinary research.…”

Section: Pushing the Mentoring Envelope: Where Should We Go From Here?mentioning

confidence: 99%

Moving toward interdisciplinary dialogue in mentoring scholarship: An introduction to the Special Issue

Eby

Allen

2008

Journal of Vocational Behavior

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The study of mentoring spans a wide range of disciplines including psychology, organizational behavior, education, and social work, among others. However, until recently there has been little interdisciplinary dialogue among mentoring scholars. In this Special Issue we attempt to lay the groundwork for interdisciplinary research on mentoring by examining this phenomenon through the lens of youth mentoring, academic mentoring, and workplace mentoring. In this introduction we outline the aims of this Special Issue, provide a common definition of mentoring to guide the reader through the articles that follow, summarize the knowledge gained from the included articles, and offer insight into what we believe are important next steps for developing a multidisciplinary perspective on mentoring.Mentoring relationships are ubiquitous; they exist between youth and unrelated adults, peers, students and faculty, and organizational members. These relationships take many forms. Some mentoring relationships develop spontaneously between two individuals whereas others originate in formal mentoring programs in community settings, on college campuses, or within organizations (Allen & Eby, 2007b). Mentoring research and practice has developed through the work of a multidisciplinary community of scholars, each focusing on a specific population or mentoring target. Researchers with disciplinary backgrounds in community and/or developmental psychology, sociology, and social work tend to study youth mentoring relationships. Researchers with disciplinary roots in education and counseling psychology investigate mentoring relationships within academic settings. Organizational psychologists and management researchers tend to focus on workplace mentoring. Thus, within the mentoring literature, the population of focus (e.g., youth, college student, employee) is intertwined with disciplinary perspective. This is shown in Figure 1, which also illustrates that there is little disciplinary overlap in the study of different target populations. Mentoring research has developed firm foundations within disciplines and target populations. The aim of the Special Issue is to facilitate a shift from a multidisciplinary approach, where two or more disciplines examine the same problem but with limited integration, to an interdisciplinary perspective characterized by assimilation and borrowing of ideas, concepts and methods across disciplines.The aim of this Special Issue is to introduce readers to original empirical research on various mentoring targets, including mentoring that occurs in community settings, academic settings, and organizational settings.

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“…Researchers have been studying whether gender influences mentor and mentee outcomes for years. Some studies have focused on the role of mentee gender in mentoring relationships and suggested that mentee gender affects the type of mentoring the mentee receives (Ragins, ; Wanberg, Welsh, & Hezlett, ). Others have found that mentor gender also influences the process and outcomes of mentoring (Allen, Russell, & Maetzke, ; O'Brien, Biga, Kessler, & Allen, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of gender concordance in mentoring relationships on summer research experience outcomes for undergraduate students

2018

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Undergraduate research is a high impact educational practice that encourages more women to engage in science. Few studies have focused on gender concordance between mentors and mentees within the context of summer undergraduate research programs, and none have linked gender concordance with student gains. Previous research has more often overlooked the faculty–postgraduate–undergraduate triad, focusing instead on the faculty–undergrad dyad. This study explores the effects of gender concordance among mentoring dyads and triads on student gains from summer research experiences. Using programmatic and evaluation data, bivariate analyses were conducted and generalized estimating equations were employed to examine effects of gender concordance in mentoring relationships on student gains. Results indicate that gender concordance within undergraduate mentee and faculty mentor dyads promoted the greatest student gains among the six categories of mentoring relationships studied, having postgraduate mentors for undergraduates suppressed student gains, and women benefited more than men from gender concordance in mentoring relationships. Considering the results, undergraduate research program staff should make efforts to recruit more women faculty mentors, consider matching them with women undergraduates, train men scientists so they can be effective mentors for women students, and provide high‐quality mentoring training opportunities for postgraduate mentors.

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Diversity and Workplace Mentoring Relationships: A Review and Positive Social Capital Approach

Cited by 58 publications

References 81 publications

Seeing You in Me and Me in You: Personal Identification in the Phases of Mentoring Relationships

Seeing You in Me and Me in You: Personal Identification in the Phases of Mentoring Relationships

Moving toward interdisciplinary dialogue in mentoring scholarship: An introduction to the Special Issue

Effects of gender concordance in mentoring relationships on summer research experience outcomes for undergraduate students

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