Mentoring in Academe

Buzzanell, Patrice M.; Long, Ziyu; Anderson, Lindsey B.; Kokini, Klod; Batra, Jennifer C.

doi:10.1177/0893318915574311

Cited by 51 publications

(38 citation statements)

References 40 publications

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“…Because only 18.5% of our sample were faculty of color, we were unable to statistically test whether the relation between mentoring and professional satisfaction or turnover risk depends on a combination of faculty gender and race. Some qualitative research suggests that mentoring experiences of women faculty of color in STEM include some positive, some negative, and some ambivalent components (Buzzenell et al 2015). However, this former study did not compare the experiences of women of color relative to White women in STEM, which remains a gap in the literature that needs to be addressed in the future.…”

Section: Discussionmentioning

confidence: 87%

How the Demographic Composition of Academic Science and Engineering Departments Influences Workplace Culture, Faculty Experience, and Retention Risk

Griffith

2018

Social Sciences

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Although on average women are underrepresented in academic science, technology, engineering, and mathematics (STEM) departments at universities, an underappreciated fact is that women's representation varies widely across STEM disciplines. Past research is fairly silent on how local variations in gender composition impact faculty experiences. This study fills that gap. A survey of STEM departments at a large research university finds that women faculty in STEM are less professionally satisfied than male colleagues only if they are housed in departments where women are a small numeric minority. Gender differences in satisfaction are largest in departments with less than 25% women, smaller in departments with 25-35% women, and nonexistent in departments approaching 50% women. Gender differences in professional satisfaction in gender-unbalanced departments are mediated by women's perception that their department's climate is uncollegial, faculty governance is non-transparent, and gender relations are inequitable. Unfavorable department climates also predict retention risk for women in departments with few women, but not in departments closer to gender parity. Finally, faculty who find within-department mentors to be useful are more likely to have a favorable view of their department's climate, which consequently predicts more professional satisfaction. Faculty gender and gender composition does not moderate these findings, suggesting that mentoring is equally effective for all faculty.

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Section: Discussionmentioning

confidence: 87%

How the Demographic Composition of Academic Science and Engineering Departments Influences Workplace Culture, Faculty Experience, and Retention Risk

Griffith

2018

Social Sciences

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“…Despite research which has focused on gender and STEM (Blackburn, 2017;Buzzanell, Long, Anderson, Kokini, & Batra, 2015) as well as literataure which has focused on women and leadership (Ely et al, 2011;Ibarra, Ely, & Kolb, 2013), the scholarship examining women's leadership in STEM career fields is lacking (Dutta, 2018;McCullough, 2011). The intent of this study was to explore perceived social support and (Greenhaus & Powell, 2006) and perceived promotability (Carlson et al, 2011;Paustian-Underdahl et al, 2016).…”

Section: Research Questionsmentioning

confidence: 99%

Work-Life Balance for Women in Stem Leadership

Brue¹

2019

Journal of Leadership Education

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For women in leadership, managing work and life obligations is essential, especially when leading in male dominated occupations such as STEM. This study examined social support and work-family integration/blurring to determine how women in leadership perceived these dynamics. By surveying STEM women leaders, this research explored work-life strategies and support resources used by women leaders to balance their work and non-work domains and promote their roles as leaders. Women leaders indicated difficulty delineating between work and personal roles and recognized informational and emotional support as most significant to their roles as leaders. Findings also indicated that most support came from spouses/significant others, female co-workers, and mentors outside the organization, respectively. These sources provided the support needed to maintain and progress in their roles as women leaders.

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“…Like the wealth of literature on mentoring students, there is an abundance of research on mentoring faculty. This mentoring can come from early-, mid-, and late-career opportunities, through formal and informal support networks on campus (Buzzanell et al 2015;Gorman et al 2010;Thomas, Bystydzienski, and Desai 2015), through associations (Saville 2014), national organizations (Xu and Martin 2011), or through personal connections. Women faculty may seek advice on publishing, grants, colleagues, work-family balance, or career advice in general (Feeney and Bernal 2010).…”

Section: Faculty Issuesmentioning

confidence: 99%

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

Blackburn

2017

Science & Technology Libraries

262

155

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Increased efforts to diversify science, technology, engineering, and mathematics (STEM) education in the United States have drastically increased the number of studies offering insight into the experiences of women in STEM programs in higher education. This paper presents a thematic review of the literature regarding their status from 2007 to 2017 including journals, trade magazines, theses, and dissertations. It focuses on areas of recruitment, retention, barriers, and faculty issues. Stereotypes, biases, campus culture, classroom experiences, identity, and sense of belonging are also explored. The author additionally identifies gaps and suggests related areas for new research as well as implications for librarians.

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Mentoring in Academe

Cited by 51 publications

References 40 publications

How the Demographic Composition of Academic Science and Engineering Departments Influences Workplace Culture, Faculty Experience, and Retention Risk

How the Demographic Composition of Academic Science and Engineering Departments Influences Workplace Culture, Faculty Experience, and Retention Risk

Work-Life Balance for Women in Stem Leadership

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

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