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ERIC Number: ED394464
Record Type: Non-Journal
Publication Date: 1996-Apr-9
Pages: 25
Abstractor: N/A
Reference Count: N/A
An Examination of Effective Mentoring Models in the Academy.
Welch, Olga M.
This report presents a two-part discussion of models of mentoring in higher education. The first part provides an overview of the career and psychosocial roles of the mentor most often cited in the literature. The second part examines several studies of graduate mentoring in higher education, specifically those of J. Holland (1995); Kathleen T. Heinrich (1995); and M. R. Schockett, E. C. Yosimura, K. Beyard-Tyler & M. J. Haring (1983). Special attention is given to the complexity of mentor roles as well as to the idiosyncratic nature of mentoring relationships. Holland concluded that the quasi-apprenticeship, academic mentoring, and career mentoring relationships of African American doctoral students had the most significant impact on the participants in his study, underscoring the importance of these kinds of mentoring relationships to advancement in higher education. Heinrich's study of women mentors concluded that if mentoring is envisioned as individuals involved in relationships with one another for the purpose of achieving a goal involving reciprocity, empowerment, and solidarity, then further study is needed to determine how women advisors own and use their legitimate power, share power, and negotiate differences to nurture the professional growth of advisees. While Haring's network mentoring model shares many of the Holland and Heinrich studies' characteristics, findings suggest that the mentoring relationship in academics can positively affect the graduate student's predoctoral activity and initial job placement. These findings underscore the need to examine in even greater detail questions on mentoring that focus on the roles, selection, and effectiveness of these mentoring relationships. (Contains 30 references.) (NAV)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A