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

Autor/inn/en	Curtin, Nicola; Malley, Janet; Stewart, Abigail J.
Titel	Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations among Doctoral Students
Quelle	In: Research in Higher Education, 57 (2016) 6, S.714-738 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-015-9403-x
Schlagwörter	College Faculty; Mentors; Graduate Students; Academic Aspiration; Occupational Aspiration; Social Cognition; Social Theories; Self Efficacy; Student Interests; Goal Orientation; Race; Sex; Majors (Students); Predictor Variables; Gender Differences; Racial Differences; Teacher Role; Teaching Styles + Suchen Sie Ihr Suchwort? Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Berufsneigung; Berufsziel; Soziale Kognition; Gesellschaftstheorie; Self-efficacy; Selbstwirksamkeit; Studieninteresse; Zielorientierung; Zielvorstellung; Rasse; Abstammung; Geschlecht; Geschlechtsverkehr; Prädiktor; Geschlechterkonflikt; Rassenunterschied; Lehrerrolle; Lehrstil; Unterrichtsstil
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01