Female Graduate Students' Perceptions of Their Interactions with Male and Female Major Professors

Schroeder, Debra S.; Mynatt, Clifford R.

doi:10.1080/00221546.1993.11778448

Cited by 36 publications

(23 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Schroeder and Mynatt (1993) revealed how female graduate students often felt ignored, invisible, and dismissed by their male faculty advisors. Evans and Fisher (2000) found that frequent interactions with faculty who require hard work are a strong predictor of learning for Asian/Pacific Islanders and Mexican-American students.…”

Section: Faculty-graduate Student Mentoring Relationshipsmentioning

confidence: 97%

“…Mentoring relationships between faculty and students are particularly important in graduate school in that they are the vehicles from which students are socialized into their respective disciplinary cultures (Becher 1989). Research has demonstrated that faculty-graduate student (F-GS) relationships play an integral role in shaping graduate students' research training, their professional identity, and career dedication in addition to providing socialization into academe (Bova 2000;Harris and Brewer 1986;Schroeder and Mynatt 1993).…”

Section: Faculty-graduate Student Mentoring Relationshipsmentioning

confidence: 99%

“…While these relationships are beneficially to both the mentor and menteé, the literature on faculty-student mentoring relationships has primarily focused either on undergraduate students (Anderson et al 1995;Wallace et al 2000), on specific types of interactions between faculty and graduate students such as doctoral advisement issues between females or between males and females (Heinrich 1995;Schroeder and Mynatt 1993), or on F-GS mentoring relationship from the student perspective (Wilde and Schau 1991). What has yet to be discussed are the broadly perceived roles and responsibilities of faculty members in a graduate student mentoring relationship.…”

mentioning

confidence: 98%

See 2 more Smart Citations

Faculty-graduate student mentoring relationships: mentors’ perceived roles and responsibilities

2011

View full text Add to dashboard Cite

Scholars have demonstrated that one of the most important factors that graduate students use to ascertain the quality of their educational experience is their relationship with faculty. Research on faculty-graduate student mentoring relationships has provided valuable insights about effective practices that foster the success of graduate students. While these relationships are beneficial to both the mentor and mentee, the literature on faculty-student mentoring relationships primarily has focused either on mentoring relationships with undergraduate students or on specific types of interactions between graduate students and faculty. This article adds to the existing literature by exploring faculty mentors' perceived roles and responsibilities in their mentoring relationships with their graduate students. Data were drawn from interviews with 15 underrepresented faculty members from one research university. Findings reveal that faculty-graduate student relationships can be described by three broad descriptors that characterize participants' roles and responsibilities-faculty members as Allies, Ambassadors, and Master-Teachers.

show abstract

Section: Faculty-graduate Student Mentoring Relationshipsmentioning

confidence: 97%

Section: Faculty-graduate Student Mentoring Relationshipsmentioning

confidence: 99%

mentioning

confidence: 98%

See 1 more Smart Citation

Faculty-graduate student mentoring relationships: mentors’ perceived roles and responsibilities

2011

View full text Add to dashboard Cite

show abstract

“…Third, the ways in which different class formats (e.g., lecture, small task groups) contributed to different levels of discomfort were not examined and should be included in future studies. Related to these different formats, specific data on faculty were not gathered, although prior research has suggested that the characteristics of faculty, including gender, influence students' levels of comfort and participation (Brady & Eisler, 1999;Fassinger, 1996;Menzell & Carrell, 1999;Schroeder & Mynatt, 1999). Nevertheless, educational lessons can be culled from these findings.…”

Section: Limitations Of the Studymentioning

confidence: 94%

“…The link between gender and communication remains complex because other factors, such as learning formats (e.g., small groups, lectures), class size, and teaching techniques (e.g., probing questions, praise), interact with gender (both the faculty's and students') to affect men's and women's in-class discussion patterns (Brady & Eisler, 1999;Fassinger, 1996;Hutchinson & Beadle, 1992;Menzell & Carrell, 1999;Nunn, 1996). Relationships outside the classroom that enhance the availability of and familiarity with faculty (e.g., mentoring) also influence class discussions (Schroeder & Mynatt, 1999). Nonetheless, as Bergvall and Remlinger (1996) argued, classroom discussions provide an arena in which to explore content and serve as processes that reproduce normative social values, attitudes, and beliefs.…”

Section: Gender and Learningmentioning

confidence: 97%

Does Gender Matter? Male and Female Participation in Social Work Classrooms

Hyde¹,

Deal²

2003

affilia j wom soc wo

View full text Add to dashboard Cite

On the basis of a survey of 264 participants and 8 follow-up focus groups with 44 total participants, this analysis considers why male and female students may censor themselves in classroom discussions and what solutions there are to this diminished participation. The survey revealed few statistically significant differences based on gender. However, when significant differences occurred, they reinforced stereotypical gender behavior among women. Gender differences were more pronounced in the focus groups with respect to both the interpretation of the survey data and communication styles. The female participants exhibited more caretaking and relational behaviors and tended to defer to authority, whereas the male participants were more assertive and concerned with how "oppressed" they were as men. Implications of these findings for social work education are offered.As part of a broader commitment to eliminate discrimination, social work has increasingly focused on the need for gender equity in education. Much of this attention has been related to curriculum development, particularly the infusion of content on women, sexism, and/or feminism (Carter

show abstract

Assessing graduate faculty perceptions of the faculty‐student mentorship dynamic

Ford,

Sciuchetti,

Burns

et al. 2023

New Drctns for Teach & Learn

View full text Add to dashboard Cite

This article describes the role of graduate faculty within the faculty-student mentoring dynamic. ANALYSIS OF THE LITERATUREThe philosophy and practice of mentoring in higher education is recognized as an irreplaceable element in preparing students for professional and personal success (Harris & Lee, 2019;Phillips & Adams, 2019). While the importance of mentoring is recognized, the literature struggles to consistently define what mentoring means (Law et al., 2020;Gershenfeld, 2014). Furthermore, the existing literature primarily focuses on mentoring relationships at the undergraduate level, within special populations of individuals, or in doctoral programs (

show abstract

Female Graduate Students' Perceptions of Their Interactions with Male and Female Major Professors

Cited by 36 publications

References 22 publications

Faculty-graduate student mentoring relationships: mentors’ perceived roles and responsibilities

Faculty-graduate student mentoring relationships: mentors’ perceived roles and responsibilities

Does Gender Matter? Male and Female Participation in Social Work Classrooms

Assessing graduate faculty perceptions of the faculty‐student mentorship dynamic

Contact Info

Product

Resources

About