Supervision and Mentorship in the Socialization Process

Tull, Ashley

doi:10.4324/9781003443193-10

Cited by 1 publication

(9 citation statements)

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“…New HESA professionals learn perceptions of ideal worker norms, what it means to be and embody a strong HESA professional practice, and what constitutes a good and bad or positive and negative workplace from their supervisors (Perez & Haley, 2021). This assertion aligns with existing articulations that supervisors directly influence new professionals' decision-making logic (Tull, 2009). Yet mentorship and supervision are not the only ways HESA practitioners are (re) socialized, and these standards need to be more equitable.…”

Section: Supervisionmentioning

confidence: 69%

“…Any discussion of Black first-gen professional women's experiences in the workplace requires examining the overall professional preparation and socialization processes. Multiple researchers have explored workplace socialization within and relating to HESA contexts (e.g., Antony, 2002;Hirt, 2006;Liddell et al, 2014;Lombardi & Mather, 2016;Perez & Haley, 2021;Tull, 2009). Some scholars have found the challenges associated with HESA socialization as shifting but interconnected to broader global (in)stability (Antony, 2002), access and resource allocation (Baker, 2013;Hornak et al, 2016), and the need for greater reasonable ACPA/NASPA and CAS standards buy-in from new practitioners (Eaton, 2016).…”

Section: Background and Literature Reviewmentioning

confidence: 99%

“…Meaning, the ability to be successful in the field is often crucially dependent upon the availability of mentors, professional association engagement, and affirmation within one's salient identities. Baker's (2013) assertion aligns with Clarke (2016) and Tull (2009). The former suggests that connections to senior HESA leaders can help illuminate professional pathways and enable new practitioners to envision life-long careers (Clarke, 2016).…”

Section: Socialization Outside the Classroommentioning

confidence: 99%

“…The former suggests that connections to senior HESA leaders can help illuminate professional pathways and enable new practitioners to envision life-long careers (Clarke, 2016). The latter illuminates how (in)formal relationships with HESA senior leaders proved beneficial for new professionals and led to job satisfaction, increased retention, and assisted in expectation management (Tull, 2009).…”

Section: Socialization Outside the Classroommentioning

confidence: 99%

“…In addition to mentors and interpersonal connections, supervisors are integral to HESA socialization (Perez & Haley, 2021;Tull, 2009). Perez and Haley (2021) suggest that HESA graduates This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Supervisionmentioning

confidence: 99%

See 4 more Smart Citations

“It’s a matter of not knowing”: Examining Black first-gen women administrators’ career socialization and preparation.

Williams,

Wadley,

Brown

et al. 2023

Journal of Diversity in Higher Education

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Using intersectionality as a framework, we examined the professional socialization and support experiences of 12 Black first-generation (first-gen 1 ) women administrators in Higher Education and Student Affairs (HESA) in preparation for and as they navigated predominantly white work environments (PWWEs). We used a metanarrative approach to explore participants' individual and shared experiences. Our findings revealed that graduate assistantships, (co)curricular supervisors, and engagement with professional associations primarily facilitated participants' career socialization. Moreover, participants described their attempts and difficulties in creating new mentorship and support networks while nurturing existing relationships to facilitate professional success. Given that Black first-gen women college graduates are a growing demographic from which the HESA profession can pull, future researchers should consider identity in (in)formal mentorship and support networks, the impact of disparate service burdens on possible mentors and advocates as well as early-career professionals, and examination of existing and/or developing support structures unique to Black first-gen women practitioners. Correspondingly, practitioners can better support Black first-gen women by demystifying the hidden curricula and shifting workplace expectations, normalizing constructive feedback loops related to professional development and improvement, and helping early-career practitioners to negotiate and leverage existing conference and professional association resources-inclusive of funding supports.

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Section: Supervisionmentioning

confidence: 69%