By Carole A. Rayburn Ph.D., Florence L. Denmark, Mary E. Reuder, Asuncion Miteria Austria
During this remarkable instruction manual, the crew of coeditors and participants express the immeasurable impression of girls supporting ladies through a mode that has turn into a "hot-button" subject nationwide—mentoring.In A instruction manual for ladies Mentors: Transcending obstacles of Stereotype, Race, and Ethnicity, knowledgeable writer team—all skilled mentors—provide particular recommendations for ladies mentoring ladies, displaying how mentoring relationships gain participants, ladies as a bunch, and the kingdom as a complete. Discussions contain ongoing challenges—and strength pitfalls—for ladies confronting stumbling blocks of their schooling careers, with unique recognition to minority women—whether it's a mom of 4 best a school division, an African American lady operating in engineering, or a Latina girl advancing within the box of math.
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Extra info for A Handbook for Women Mentors: Transcending Barriers of Stereotype, Race, and Ethnicity (Women's Psychology)
B. (2001). Core virtues for the practice of mentoring. Journal of Psychology and Theology, 29, 121 – 130. D. (1987). The role of mentors in the career development of young professionals. Family Relations, 36, 204 – 208. Part II Women in Nontraditional Careers, Academe, and Business This page intentionally left blank Chapter 2 Gender Issues in Academic Mentoring: Personal Experiences Set in a Theoretical Framework Judith Waters This chapter is dedicated to all the important mentors with whom I have worked over the years.
As Johnson (2002) suggests, economic exigencies at institutions of higher learning can negatively influence the number of mentor relationships as well as the quality of those relationships. The increase in part-time faculty and the overwhelming workloads for full-time faculty severely reduce the time le for mentoring. Due to the fact that most of us would like to spend enough time with a student to have an impact on his career, we are forced to turn away many students interested in working with us.
Besides the sincere concern with our careers, there were other aspects of the mentorship relationship that seem to be associated with gender. If our chairs were women, we were more likely to be encouraged to strike out on our own research paths rather than be clones of our mentors. Generally, if our topics did not fit the theme of one of the male faculty, we were told to go elsewhere. A er Dr. Denmark agreed to be my chair, I asked one of the men to be on my commi ee. He said that he would be more than happy to work with me, but only under the condition that he be the chair and that I change my topic to one that suited him be er.
A Handbook for Women Mentors: Transcending Barriers of Stereotype, Race, and Ethnicity (Women's Psychology) by Carole A. Rayburn Ph.D., Florence L. Denmark, Mary E. Reuder, Asuncion Miteria Austria