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ERIC Number: EJ863486
Record Type: Journal
Publication Date: 2008
Pages: 19
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1554-754X
The Influence of Gender on Relationship Aspects of Beginning Teachers and Their Mentors
Kitchel, Tracy; Greiman, Bradley C.; Torres, Robert M.; Burris, Scott
Career and Technical Education Research, v33 n2 p73-91 2008
To date, relatively few researchers have examined the gender composition of mentoring dyads in the context of Career and Technical Education (CTE). Without such studies, understanding with respect to how gender influences the dyad relationship is limited. An integrated theoretical framework that draws from the similarity-attraction paradigm, relational demography, and attachment theory is applied to this exploratory study involving beginning teachers of agricultural education. Hypotheses related to the influence of gender on the success of the mentoring relationship were tested. It appears that gender heterogeneity does not hinder the mentoring relationship of beginning teachers. The results suggested that male and female beginning teachers, and beginning teachers in same-gender and mixed-gender dyads perceived similar levels of psychosocial mentoring and its functions, and dyad satisfaction. Significant differences existed between males and females regarding their perceptions of dyad similarity; however, no significant differences were found between beginning teachers in same-gender and mixed-gender dyads on the same measure. Further research on interpersonal processes in mentoring relationships is encouraged, and gender norming in agricultural education should be examined. (Contains 4 tables.)
Association for Career and Technical Education Research. University of Illinois at Urbana-Champaign, Department of Human Resource Education, 1310 South Sixth Street, 351 Education Building, Champaign, IL 61820. Tel: 217-333-0807; Fax: 217-244-5632; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A