Gender and mentoring of faculty in science and engineering: individual and organisational factors Online publication date: Sun, 03-Jun-2007
by Mary Frank Fox, Carolyn Fonseca
International Journal of Learning and Change (IJLC), Vol. 1, No. 4, 2006
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.
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