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ERIC Number: ED417427
Record Type: Non-Journal
Publication Date: 1997-Nov
Pages: 45
Abstractor: N/A
Reference Count: N/A
Graduate Student/Faculty Mentoring Relationships: Who Gets Mentored, How It Happens, and to What End.
Waldeck, Jennifer H.; Orrego, Victoria O.; Plax, Timothy G.; Kearney, Patricia
Given the importance of mentoring in the academic context and in light of the weaknesses of previous research, this study proposed five objectives. Analyses of surveys from 145 students across 12 universities and diverse disciplines revealed first of all, a demographic profile of the typical graduate student protege and faculty mentor. Second, 10 diverse communication strategies emerged that demonstrate how students initiate a mentoring relationship. Third, protege evaluations of their initiation attempts revealed their efforts to be somewhat ineffective and unduly difficult. Fourth, students reported their mentors provided primarily psychosocial, rather than career support. And fifth, proteges characterized their mentoring relationships as extremely positive and satisfying. Results throughout are, for the most part, independent of both protege and mentor demographics (including ethnicity). (Contains 45 references; a table of data is appended.) (Author)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A