Perceptions of mentor roles in cross-gender mentoring relationships

Ragins, Belle Rose; McFarlin, Dean B.

doi:10.1016/0001-8791(90)90048-7

Cited by 523 publications

(447 citation statements)

References 21 publications

Supporting

Mentioning

410

Contrasting

Unclassified

Order By: Relevance

“…These findings agree with those of Ragins and McFarlin; that the gender of the mentor did not influence the protégé's perceptions of career-related and psychosocial mentoring functions in male-dominated professions where female protégés would be more likely to have a male mentor. 32 These results do not support the literature that suggests that the effect of the gender of the mentor and protégé becomes important in professions where mentors are predominantly male. 23,24 While nearly all of the female deans in the population participated in this study, their relative small number precludes generalizing outside of this group.…”

Section: Mentoring Functions In Mixed Mentorship Relationshipscontrasting

confidence: 61%

“…As seen with the study by Ragins and McFarlin, these findings do not appear to support the assumption that male mentors provide more career-related mentoring while female deans provide more psychosocial mentoring. 32 Due to the small number of female deans, these results cannot be generalized outside of this group. One dean's written comments highlighted the difficulty in defining and articulating mentoring.…”

Section: Current Mentoring Provided By Pharmacy Deansmentioning

confidence: 92%

See 1 more Smart Citation

The Role of Administrative Mentoring in the Pharmacy Deanship

Plaza¹,

Draugalis²,

Skrepnek³

et al. 2004

Am J Pharm Educ

View full text Add to dashboard Cite

Section: Mentoring Functions In Mixed Mentorship Relationshipscontrasting

confidence: 61%

Section: Current Mentoring Provided By Pharmacy Deansmentioning

confidence: 92%

The Role of Administrative Mentoring in the Pharmacy Deanship

Plaza¹,

Draugalis²,

Skrepnek³

et al. 2004

Am J Pharm Educ

View full text Add to dashboard Cite

“…It could have been because Veronica's mentoring opportunities mainly involved contacts from within the same gender group, or because role modelling and social roles, such as sexual concerns and restriction of identification (Ragins & McFarlin, 1990), might have influenced her mentoring choices. The mentor's literature describes mentoring relationship within the same gender has being marked by mechanisms of interpersonal comfort (Allen, Day, & Lentz, 2005) and suggests that they usually happen due to shared experiences (Allen, et al, 2005) as well as shared social identities (Ragins & McFarlin, 1990). Ragin and McFarlin (1990) stated that same gender mentoring interaction is more likely to occur in relation to social activities and when the mentor serves a role modelling function.…”

Section: The Need For Pedagogical Knowledgementioning

confidence: 99%

“…First, her reports in relation to "knowledge" and "experience" suggest that she tried to fulfil her need of acquiring knowledge for teaching from experienced mentors. Second, reports relating to "understanding", "energy", and "passion" suggest that she searched for those mentors that could additionally serve a role modelling function, in terms of career development (Ragins & McFarlin, 1990), as well as psychosocial roles, in terms of nurturance and social support (Kram, 1985). Ragins and McFarlin (1990) stated that role modelling appears to be a critical function of the mentoring relationship for female protégés because the observations of female mentors may facilitate learning about coping with potential conflict between work and family, and gender-related obstacles for development.…”

Section: The Need For Pedagogical Knowledgementioning

confidence: 99%

“…Second, reports relating to "understanding", "energy", and "passion" suggest that she searched for those mentors that could additionally serve a role modelling function, in terms of career development (Ragins & McFarlin, 1990), as well as psychosocial roles, in terms of nurturance and social support (Kram, 1985). Ragins and McFarlin (1990) stated that role modelling appears to be a critical function of the mentoring relationship for female protégés because the observations of female mentors may facilitate learning about coping with potential conflict between work and family, and gender-related obstacles for development. Veronica's case suggests that individual constraints, such as the need for pedagogical knowledge, influenced goal-directed actions involving searching for specific mentors in order to acquire specific knowledge (Lockwood, et al, 2007) Within ecological psychology, an important feature influencing behaviour is goal-setting because goals influence control of action (Riccio & Stoffregen, 1988).…”

Section: The Need For Pedagogical Knowledgementioning

confidence: 99%

See 1 more Smart Citation

The acquisition of pedagogical expertise in dance : a constraints-led approach

Rodrigues¹

View full text Add to dashboard Cite

The aim of this PhD research program was to explore the acquisition of pedagogical expertise in dance teachers. A review of the literature on dance pedagogy and expertise revealed three limitations in relation to dance teachers' pedagogical development. First, the literature suggested that a dancer's transition to teacher was traditionally based on replication of previous teachers' behaviours.Second, the literature additionally identified that there appears to be a tendency within the dance field to accept as dance teachers those who have rich and varied experiences as expert dance performers; although they may have little pedagogical knowledge and experience. Thirdly, there is not a unified theoretical consensus on how to analyse the acquisition of pedagogical expertise in dance teachers.The majority of theoretical approaches to dance pedagogy have been based on traditional information processing theory and within the theoretical framework of cognitive psychology. This latter approach can be viewed as limited because of its exclusive focus on the individual and neglect of important ecology influencing an individual's behaviour. Some promising research in the dance and sport literature has theorised individuals as dynamical systems performing in their ecologies. The ecological dynamics theoretical approach is multidisciplinary in nature and allows theorisation of a range of factors in human performance systems, such as those found in dance. Within this approach, the constraints-led theoretical framework allows analysis of environmental, task, and individual factors. Given the lack of prior research in the field and the variety of dance experience to be studied, it was concluded that combining the constraints-led theoretical framework with a qualitative approach would be appropriate to undertake a retrospective investigation of the potential constraints influencing the acquisition of pedagogical expertise. The following research questions (RQs) guided the general enquiry. This research project included an initial data-driven thematic analysis followed by a theory-driven thematic analysis. In other words, both inductive and deductive thematic analyses were conducted and, after extensive analysis and refinement, the interpretation of rich data concerning participants' life experiences, allowed for the identification of five major themes that influenced their acquisition of pedagogical expertise. These themes were then mapped into the constraints-led theoretical framework as environmental constraints (mentors, role models, and students); task constraints (rules); and individual constraints (needs). These environmental constraints were then explored with reference to previous research related to each specific theme (i.e., mentors, role models, students, rules, and needs) as well as with reference to empirical research and the theoretical principles of the constraints-led theoretical framework.The results of this research study provide theoretical as well as potential practical contributions to the fields of e...

show abstract