Article Abstract

	Title:	Gender and mentoring of faculty in science and engineering: individual and organisational factors
	Author:	Mary Frank Fox, Carolyn Fonseca
	Address:	School of Public Policy, Georgia Institute of Technology, Atlanta, GA 30332-0345, USA. ' School of Public Policy, Georgia Institute of Technology, Atlanta, GA 30332-0345, USA
	Journal:	International Journal of Learning and Change 2006 - Vol. 1, No.4  pp. 460 - 483
	Abstract:	The study significantly advances understanding of faculty's mentoring of other faculty, by gender, in science and engineering. The empirical analyses are grounded in a conceptual framework about the importance of individual and organisational characteristics in explaining faculty performance, including mentoring. The models investigate factors that explain: (1) who mentors, by gender and (2) who are mentored (women only, men only, or both women and men), by gender. Findings highlight the importance of individual and organisational/institutional characteristics for mentoring. Specifically, higher levels of rank significantly increase the likelihood of being a mentor among both women and men; while being a principal investigator is significant for men only. Departmental climates perceived as 'stimulating' influence being a mentor, but differ by gender. Any effect of field on being a mentor is present only for women. Multinomial models point to gender differences in explaining who mentors women only, men only, or both.
	Keywords:	academia; careers; science; engineering; faculty; gender; mentoring; science; women; female mentors; male mentors; universities; higher education.
	DOI:	10.1504/IJLC.2006.013912
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