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

Schroeder, Debra S.; Mynatt, Clifford R.

doi:10.2307/2959993

Cited by 25 publications

(30 citation statements)

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“…In their study, women (n= 151) with female major professors perceived their interactions more positively than those with male professors and gave higher ratings in the concern for student welfare category. They reported that there is evidence that the presence of female faculty enhances the success of female students (Schroeder & Mynatt, 1993).…”

Section: External Characteristics -Programmatic (Structural Resources)mentioning

confidence: 99%

“…However, in universities that have fewer women professors, a potential problem could exist (Berg & Ferber, 1983;Heinrich, 1995;Johnsrud, 1995;Schroeder & Mynatt, 1993;Turner & Thompson, 1993). "Evidence suggests that the relative unavailability of female faculty members may be more than a mere inconvenience to female graduate students" (Schroeder & Mynatt, 1993, p. 556).…”

Section: External Characteristics -Programmatic (Structural Resources)mentioning

confidence: 99%

“…For more than two decades, scholars have documented the problems students have had in completing the dissertation (Baird, 1997;Berg & Ferber, 1983;Bowen & Rudenstein, 1992;Cesari, 1990;Ellis, 2001;Garcia, 1987;Golde & Dore, 2001;Johnsrud, 1995;Kluever & Green, 1998;Le-Doux, 1996;Lenz, 1997;Maher, Ford & Thompson, 2004;Mariano, 1993;Nerad & Miller, 1997;Neumark & Gardecki, 1998;Rode, 1998;Schroeder & Mynatt, 1993;Shelbum & Lewellyn, 1995;Sternberg, 1981;Turner & Thompson, 1993 …”

Section: Chapter II Literature Reviewmentioning

confidence: 99%

“…Successful graduates establish a professional relationship most often with faculty o f the same sex (Bowen & Rudenstein, 1992;Green, 1997;Heinrich, 1995;Kluever, 1997;Kluever & Green, 1998;Monsour & Corman, 1991;Neumark & Gardecki, 1998;Schroeder & Mynatt, 1993;Smeby, 2000). However, in universities that have fewer women professors, a potential problem could exist (Berg & Ferber, 1983;Heinrich, 1995;Johnsrud, 1995;Schroeder & Mynatt, 1993;Turner & Thompson, 1993).…”

Section: External Characteristics -Programmatic (Structural Resources)mentioning

confidence: 99%

“…Studies of doctoral success that include women (Berg & Ferber, 1983;Bowen & Rudenstein, 1992;Burnett, 1999;Clark & Watson, 1998;Conrad & Philips, 1995;Ellis, 2001;Golde & Gore, 2001;Green, 1997;Heinrich, 1995;Kluever, 1997;Kluever & Green, 1998;Le-Doux, 1996;Lenz, 1997;Mariano, 1993;Nerad & Miller, 1997;Neumark & Gardecki, 1998;Rode, 1998;Schroeder & Mynatt, 1993;Shelbum & Lewellyn, 1995;Smeby, 2000;Turner & Thompson, 1993; Ulku-Steiner, Kurts-Costes, & Kinlaw, Weil, '1990), did not address the contributions of the theories of Bandura or of Belenky et al However, some studies did mention the importance of collaboration and cooperation, which helped the participants overcome the feelings of isolation during the dissertation process. The influence of the family was mentioned as a benefit and a detriment.…”

Section: Rationale/contribution To Theory and Practicementioning

confidence: 99%

See 4 more Smart Citations

Women graduates' academic resilience and their personal strategies for doctoral success

Culpepper¹

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Section: External Characteristics -Programmatic (Structural Resources)mentioning

confidence: 99%

Section: External Characteristics -Programmatic (Structural Resources)mentioning

confidence: 99%

Section: Chapter II Literature Reviewmentioning

confidence: 99%

Section: External Characteristics -Programmatic (Structural Resources)mentioning

confidence: 99%

Section: Rationale/contribution To Theory and Practicementioning

confidence: 99%

See 3 more Smart Citations

Women graduates' academic resilience and their personal strategies for doctoral success

Culpepper¹

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2009

ASHE Higher Education Report

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Executive SummaryForewordAcknowledgmentsThe Development of Doctoral Students: Phases of Challenge and SupportWhy Do We Need to Understand Doctoral Students' Development?Why Have Doctoral Students Been Forgotten?How Do Doctoral Students Develop?A Model of Doctoral Student DevelopmentOrganization of the MonographStudent Development Theory: A PrimerDefining Student DevelopmentPsychosocial DevelopmentSocial Identity DevelopmentRacial Identity DevelopmentCognitive DevelopmentConclusionUnderstanding Doctoral EducationDoctoral Degrees and Their PurposesThe Structure of the Doctoral ProgramToday's Doctoral StudentsKey Constituencies in the Doctoral ProgramPhase I: EntryChallenge: The Initial TransitionSupport: OrientationChallenge: CourseworkChallenge: Changes in ThinkingChallenge: The Transition from Undergraduate to Graduate School ExpectationsSupport: Initial Relationships with Peers and FacultyStudent Departure in Phase IConclusionPhase II: IntegrationChallenge: CourseworkSupport: Peer RelationshipsSupport: Advisor RelationshipChallenge: ExaminationsChallenge: Changing RoleStudent Departure in Phase IIConclusionPhase III: CandidacyChallenge: Transition to CandidacyChallenge: The Dissertation ExperienceChallenge: IsolationSupport: The Dissertation AdvisorChallenge: The Job SearchChallenge: Transition to Professional RoleStudent Departure in Phase IIIConclusionSummary and RecommendationsImplications for Phase IImplications for Phase IIImplications for Phase IIIImplications for Future ResearchConclusionAppendix: Details of Research Conducted to Construct the ModelReferencesName IndexSubject IndexAbout the Author

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

2011

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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.

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

Cited by 25 publications

References 0 publications

Women graduates' academic resilience and their personal strategies for doctoral success

Women graduates' academic resilience and their personal strategies for doctoral success

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

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