Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations Among Doctoral Students

被引:98
|
作者
Curtin, Nicola [1 ,2 ]
Malley, Janet [3 ]
Stewart, Abigail J. [3 ,4 ,5 ]
机构
[1] Clark Univ, Dept Psychol, 950 Main St, Worcester, MA 01610 USA
[2] Brandeis Univ, Womens Studies Res Ctr, Waltham, MA 02453 USA
[3] Univ Michigan, ADV Program, Ann Arbor, MI 48109 USA
[4] Univ Michigan, Dept Psychol, Ann Arbor, MI USA
[5] Univ Michigan, Dept Womens Studies, Ann Arbor, MI 48109 USA
关键词
Mentoring; Sponsorship; Career choice; Self-efficacy; Academic success; SOCIAL COGNITIVE THEORY; SELF-EFFICACY; GRADUATE-STUDENTS; PHYSICIAN-SCIENTISTS; GENDER; COMMITMENT; WOMEN; SOCIALIZATION; METAANALYSIS; CHOICE;
D O I
10.1007/s11162-015-9403-x
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
We know little about the role of faculty mentoring in the development of interest in pursuing an academic career among doctoral students. Drawing on Social Cognitive Career Theory, this study examined the relationships between different kinds of mentoring (instrumental, psychosocial, and sponsorship) and academic career self-efficacy, interests, and goals. Analyses controlled for race, gender, field, and candidacy status. Psychosocial and instrumental mentoring predicted feelings of self-efficacy in one's ability to pursue an academic career, and exerted significant indirect effects through that self-efficacy, on students' interest in such a career. Race-gender comparisons indicated that sponsorship was not an important predictor for non-URM men, in contrast to the other groups.
引用
收藏
页码:714 / 738
页数:25
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