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ERIC Number: EJ819691
Record Type: Journal
Publication Date: 2006-Nov
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1361-1267
The Relational Selves of Female Graduate Students during Academic Mentoring: From Dialogue to Transformation
Koro-Ljungberg, Mirka; Hayes, Sharon
Mentoring & Tutoring: Partnership in Learning, v14 n4 p389-407 Nov 2006
This study, framed by social constructionism, retrospectively examines how faculty mentoring influenced the transformations of 10 female graduate students' relational selves and their professional identities as qualitative researchers and scholars. Participants reported that effective mentorships often resulted in collaboration on research projects, as well as shared decision- and meaning-making. Effective mentoring also led to the development of the students' research skills while simultaneously constructing their professional and academic selves. These situated mentorships were shaped by the diverse values, expectations, and hopes that the participants associated with mentoring. Additionally, the local practices, power structures, and relationships at the department or university level influenced, and possibly discouraged, active communication and ongoing dialogue regarding the individuals' experience of mentoring. Ultimately, participants described how their experiences of mentoring welcomed them into the scholarly community and ensured their professional competence as researchers and academics, which, in turn, transformed the students' broader sense of self. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States