Mentoring Educational Leadership Doctoral Students: Using Methodological Diversification to Examine Gender and Identity Intersections

Autor/inn/en	Welton, Anjale D.; Mansfield, Katherine Cumings; Lee, Pei-Ling; Young, Michelle D.
Titel	Mentoring Educational Leadership Doctoral Students: Using Methodological Diversification to Examine Gender and Identity Intersections
Quelle	In: International Journal of Educational Leadership Preparation, 10 (2015) 2, S.53-81 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-9635
Schlagwörter	Mentors; Educational Administration; Leadership Training; Doctoral Programs; Gender Differences; Graduate Students; Statistical Analysis; Qualitative Research; Student Experience; Educational Quality; Student Attitudes; Definitions; Learning Activities; Racial Differences; Questionnaires; Interviews; Focus Groups; Supervisor Supervisee Relationship; School Support; Metacognition; Educational Resources; Administrator Education; Student Surveys + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Führungslehre; Doktorandenprogramm; Geschlechterkonflikt; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Statistische Analyse; Qualitative Forschung; Studienerfahrung; Quality of education; Bildungsqualität; Schülerverhalten; Begriffsbestimmung; Lernaktivität; Rassenunterschied; Fragebogen; Interviewing; Interviewtechnik; Schulförderverein; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Bildungsmittel; Schülerbefragung
Abstract	An essential component to learning and teaching in educational leadership is mentoring graduate students for successful transition to K-12 and higher education positions. This study integrates quantitative and qualitative datasets to examine doctoral students' experiences with mentoring from macro and micro perspectives. Findings show that students have varied perceptions on what constitutes quality mentoring and wide-ranging experiences in terms of the quantity and quality of mentoring experienced. Moreover, findings suggest that the ways students perceive and experience mentoring is related to their identity factors, especially gender. Findings have implications for strengthening this essential component of leadership preparation programs; and thus, recommendations for different strategies, programmatic supports, and structural changes within university departments and professional organizations are forwarded. (As Provided).
Anmerkungen	NCPEA Publications. Web site: http://www.ncpeapublications.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01