Female Mentors Research Articles

Bringing Up Girls in Science (BUGS): The Effectiveness of an Afterschool Environmental Science Program for Increasing Female Students’ Interest in Science Careers

Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants’ academic achievement in science. BUGS participants demonstrated significantly greater amounts of gain in science knowledge as measured by the Iowa Test of Basic Skills in Science (ITBS-S). The original BUGS participants and contrasts have now completed high school and entered college, allowing researchers to assess the long-term impact of the BUGS program. Fourteen former BUGS participants completed two instruments to assess their perceptions of science and science, technology, engineering, and mathematics (STEM) careers. Their results were compared to four contrast groups composed entirely of females: 12 former BUGS contrasts, 10 college science majors, 10 non-science majors, and 9 current STEM professionals. Results indicate that BUGS participants have higher perceptions of science careers than BUGS contrasts. There were no significant differences between BUGS participants, Science Majors, and STEM professionals in their perceptions of science and STEM careers, whereas the BUGS contrast group was significantly lower than BUGS participants, Science Majors, and STEM Professionals. Additional results and implications are discussed within.

Clarifying Initiatives for Retaining Female Entomologists in Academia

formal and informal networks reduces the level of visibility that female faculty members' accomplishments attain (Bird 2011; Ross and Gatta 2009). The climate of the university community can be quite difficult and support may be absent. There are few women in academic positions and few have attained leadership roles in departments, resulting in a sub-critical mass of female mentors. Equity issues exist for women related to sufficient research space, research funding, resources, and ability to publish and network early in their careers. Studies show that women in science, including entomology. publish less than men (Schneider 1998). Women also tend to do more teaching, advising, and committee work than their male counterparts (Matyas 1985a). These are time-consuming distractions from research and significantly impact tenure and promotion 'CEDA Salary Survey, 2007 -2008 J. D. Harper and 2009-2011 G. G. Kennedy Coordinators, N. C. State University, Raleigh, N.C.

Mentors' Reflections on Developing a Culturally Responsive Mentoring Initiative for Urban African American Girls

Gender and culturally responsive mentoring and intervention programs are a critical means of addressing the challenges of African American girls. Yet we know little about how the needs of African American girls are considered in program development or implementation. The process of building and implementing an appropriate program for African American girls may yield improved understanding on how best to create spaces that effectively support this persistently vulnerable population. Given this, the study explores the program development and implementation thinking and experiences of African American adult female mentors who developed and implemented a culturally relevant intervention for African American girls. The current study was conducted at the conclusion of a three-week summer intervention program at an urban university in the southeastern region of the United States. The Ananse Aya Program included single-gender classes with culturally focused curriculum, instruction, and activities for urban African American female students. Directors of the program conducted focus group sessions with five African American female instructors about programmatic experiences, lessons learned, and recommendations. Analysis of the focus group transcripts yielded six emergent themes related to developing a culturally relevant mentoring initiative for urban African American girls: (1) pervasive problems that African American girls face, (2) an ethic of care, (3) shared cultural background of mentors and proteges, (4) shared lived experiences, (5) the "sisterfriend" and "othermother," and (6) the birthing of a collective voice. Themes highlighted in this study contribute to a culturally responsive mentoring paradigm that can help researchers and practitioners develop effective programs for urban African American girls.

Bolstering Biomend [Women to Watch

A few years ago, Semahat Demir spoke to a group of graduate students at Brown University. In her remarks, she told them that there was “great potential for female role models, mentors, mentees, and peer mentors in biomedical engineering. Biomedical engineering is an ideal field for community building and peer mentoring.” When she looked through the data, she had found something fascinating: More women were getting biomedical engineering degrees than ever before—and at relatively high rates. There were also more tenured and tenure-track female professors than in any other engineering discipline. The message was hopeful.

The Mentoring Relationship Challenges Scale: The impact of mentoring stage, type, and gender

The current study investigated the role of relational challenges as reported by 309 protégés in various stages and types of mentoring relationships. The Mentoring Relationship Challenges Scale (MRCS) was newly constructed using the results of an earlier qualitative study ( Ensher & Murphy, 2005). The scale measured three factors of relational challenges which were: Demonstrating Commitment and Resilience, Measuring Up to a Mentor's Standards, and Career Goal and Risk Orientation. The results demonstrated that with respect to mentoring stages, those protégés in the beginning stages of their relationships reported experiencing significantly fewer challenges related to Demonstrating Commitment and Resilience than those in the mature or ending stages of the relationship. Also, it was found that the type of mentoring relationship (traditional, step-ahead, or peer) affected the prevalence of the three types of challenges. Protégés in peer relationships reported significantly fewer of all three types of challenges than those in step-ahead or traditional relationships. However, contrary to predictions, there were no significant differences found between those in informal versus those in formal mentoring relationships. As expected, protégé and mentor gender interacted significantly. Female protégés reported experiencing significantly fewer challenges related to the factor of Measuring Up to a Mentor's Standards, than did male protégés. Also, female protégés reported experiencing a significantly higher degree of relational challenges related to Career Goal and Risk Orientation from their male mentors than from their female mentors. Finally, after controlling for perceptions of career and psychosocial support for protégés in traditional mentoring relationships, two of the three relational challenges factors remained significant and explained a significant amount of variance in overall satisfaction with the mentoring relationship. This suggests that relational challenges, at least for traditional mentoring relationships, serve as an important mechanism to impact overall relationship satisfaction.

Sara J. Shettleworth

Sara J. Shettleworth

Women in academic psychiatry

SummaryAcross academic medicine, including psychiatry, women are underrepresented in senior positions. Various reasons have been put forward, for example the lack of high-ranking female role models or mentors and a reduced rate of career progression for women compared with men. Mentoring has been shown to be a popular and feasible intervention which can improve the success of those perceived as disadvantaged groups (in this case women) by having an important impact on personal development, career guidance and research productivity.

352 MENTORING, FELLOWSHIP TRAINING AND ACADEMIC CAREERS OF WOMEN UROLOGISTS

You have accessJournal of UrologyGeneral & Epidemiological Trends & Socioeconomics: Practice Patterns, Cost Effectiveness I1 Apr 2010352 MENTORING, FELLOWSHIP TRAINING AND ACADEMIC CAREERS OF WOMEN UROLOGISTS Brooke Harnisch, Kelly Stolzmann, and Lori Lerner Brooke HarnischBrooke Harnisch More articles by this author , Kelly StolzmannKelly Stolzmann More articles by this author , and Lori LernerLori Lerner More articles by this author View All Author Informationhttps://doi.org/10.1016/j.juro.2010.02.418AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookTwitterLinked InEmail INTRODUCTION AND OBJECTIVES It is unknown what factors influence the decision of women urologists to pursue fellowship training. We sought to determine if demographics, mentorship, practice environments, salary and life satisfaction differed between those women that pursued fellowship training as compared to those that did not. METHODS An Institutional Review Board approved 114-item questionnaire was sent to all 365 American board certified women urologists in 2007. Data including subspecialty training, age at residency graduation, academic rank in medical school, length of urology training program, type of mentorship, practice environment, salary and life satisfaction were analyzed. RESULTS Response rate = 69% (n=243). 42% pursued fellowship training: Female Urology 36%; Pediatrics 22%; Oncology 12%. Age at residency completion and academic achievements prior to residency did not impact pursuit of fellowship training. 71% of all respondents reported a mentor during residency training, male and/or female. However, mentorship had no influence on pursuing fellowship (p=0.12). Fellowship trained women were more likely to practice in community (p<0.0001) as opposed to university affiliated hospitals (p=0.056). There were no differences in salary or overall life satisfaction between fellowship and non-fellowship trained women. When asked if they agreed with the statement “Women medical students need role models of successful women faculty members,” 89% agreed or strongly agreed, 9% were neutral, 1% was uncertain and 1% disagreed. As regards to mentors, 26% (62) of women had female mentors during training, 74% (178) did not. 65%(155) had male mentors. Twenty nine percent of respondents had no mentor at all. Seventy-seven percent (181) of respondents received emotional support and encouragement during their training by attending staff. However, the presence of support by attendings had no bearing on the pursuit of a fellowship. Women who had attending support and/or mentorship were no more likely to choose an university environment. 54% of academic women urologists are fellowship trained. CONCLUSIONS One consequence of training a low number of women urologists is that there are fewer women on surgical faculty at medical schools and in training programs, which limits the women role models available for students and residents. While this is unlikely to be the main deterrent to women entering urology, fellowship training, or an academic practice environment, the lack of role models/mentors could be an influencing factor. Despite this, a large number of women urology residents pursue fellowship training. Boston, MA© 2010 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetailsCited bySaltzman A, Hebert K, Prats S, Richman A, Togami J, Rickey L and Montgomery M (2018) Women Urologists: Trends in Mentoring and Career ChoicesUrology Practice, VOL. 3, NO. 4, (302-308), Online publication date: 1-Jul-2016. Volume 183Issue 4SApril 2010Page: e140 Peer Review Report Advertisement Copyright & Permissions© 2010 by American Urological Association Education and Research, Inc.MetricsAuthor Information Brooke Harnisch More articles by this author Kelly Stolzmann More articles by this author Lori Lerner More articles by this author Expand All Advertisement Advertisement PDF downloadLoading ...

‘Now I come to you, ladies, after so much time’: Cleopatra, Maria d'Aragona and anintermediofor the Duchess of Alba

AbstractDuring March 1588, Maria d'Aragona, the Marchesa of Vasto, sponsored a set of fourintermediat her palazzo in Chiaia, Naples. The centrepiece of the entertainment was theintermedioentitled ‘Queen Cleopatra on her Ship’. This article explores d'Aragona's role as sponsor of the entertainment, particularly in relation to her interest in the historical figure of Cleopatra. Drawing on sources that informed perceptions of the Egyptian queen during the early- to mid-Cinquecento, it will be shown that within a performance context governed by a strong-willed female patron, the often negatively depicted Cleopatra could be cast as a positive role model, particularly for d'Aragona-related noblewomen who themselves had experienced strong female mentorship and enjoyed the relative autonomy of widowhood. D'Aragona's decision to cast the NeapolitanvirtuosaEufemia Jozola as Cleopatra reinforced the female-orientated nature of theintermedio, and sheds new light on mid-Cinquecento Neapolitan performance practice.

Male Peer Educators Can Reduce Campus Sexual Violence

Male Peer Educators Can Reduce Campus Sexual Violence

Group Differences in the Resolve to Mentor of Potential Mentors

This study examines the resolve to mentor of individuals with no mentors, with male mentors, and with female mentors, using a sample of 70 male and 70 female potential mentors in the Nigerian work environment. Descriptive statistics showed that the greatest level of resolve to mentor was made by respondents in the female mentor group, followed by those in the male mentor group; the least was by respondents in the no mentor group. Results of one way analysis of variance revealed a significant difference in resolve to mentor of respondents in these groups. The source of the significant difference was the low resolve to mentor in the no mentor group compared to the high level recorded in the female mentor category. Generally, male respondents in each of the study groups reported a higher level of resolve to mentor than their female counterparts. These findings are discussed in the context of mentoring and goal commitment literature. The study represents the first enquiry of a potential mentor’s resolve to mentor. The practical implication of findings is that individuals will be more resolute to serve as mentors if organizations create a pleasant mentoring experience for them by training their mentors, especially male mentors, in the act of effective delivery of mentoring. Findings further suggest that better incentive to serve as mentors is possible through a reward policy and a training package to improve perceptions of mentor benefits, especially among female potential mentors who were less resolute to mentor.

Group Mentoring as an Alternative Model for Women

Women continue to be underrepresented in leadership positions within sport. As the number of women entering sport increases, a growing number of professionals recognize the inherent benefits of the mentoring relationship across a range of professional settings including sport (Bower, Hums, &amp; Keedy, 2006; Grappendorf, Burton, &amp; Lilienthal, 2007). Unfortunately, mentors are not always a viable option for women wanting to advance within leadership positions in sport. A primary reason for limited opportunities is the shortage of female in leadership positions within sport organizations creating a dearth of potential female mentors (Weaver &amp; Chelladurai, 2002). Therefore, this paper explored the dynamics of the mentoring relationship between one professional organization (NAGWS) and potential career outcomes for women in sport. Specifically, how does NAGWS use group mentoring initiatives for girls and women in sport which may lead to potential advancement opportunities?’

Mentoring for enhancing females' career development: the bank job

PurposeThe purpose of this paper is to analyse how formal mentoring programmes may enhance female mentees' career development, particularly in a case study of a major high street bank.Design/methodology/approachEmpirical case study work, from mentees' and mentors' points of view, on the evaluation of a pilot formal mentoring programme for the career development of females is discussed. The two stage evaluation encompasses gender issues such as the impact of gender imbalance and the nature of ambition, together with mentoring issues such as expectations and development of the programme.FindingsOverall, it is found that the mentoring programme is considered, in different ways to mentees and mentors, to be highly successful. Further, it can offer benefits to mentors too. Although females' self‐perceptions, gendered values and perceptions of management and leadership can often impede the career development of females, effective, formal mentoring can be seen to offset such impediments.Practical implicationsThe main inference is that effective formal mentoring can actively bolster females' management career development. The case evaluation exposes a series of good practice points in formal mentoring programmes. Capitalising on these points, organisations can enable females' development in management roles.Originality/valueThe paper acts to support greater gender equity in females' career development in management in the UK finance sector, conceptually and practically.

A survey of dermatology residency program directors' views on mentorship

It is increasingly recognized that mentoring is important in the career development of resident physicians. The purpose of the study was to determine the views of residency Program Directors on mentorship through a cross sectional survey. Respondents included program directors of academic dermatology departments in the United States. Fifty-three of 108 program directors completed an on-line survey (response rate 49%). Eighty-one percent of respondents indicated that mentorship played a 'somewhat' or 'very important' role in their own career development and a similar proportion considered it important for residents to have mentors. Fifty percent of program directors identified a need for more structured mentorship within the residency program. Compared to male program directors, a greater proportion of female program directors stated that mentorship played a very important role in their career development (89% vs. 36%, p=0.007) and a lesser proportion stated that it was important for female dermatology residents to specifically have access to female mentors (11.1% vs. 67.4%, p=0.003). Program Directors viewed mentoring as an important resource for their residents' professional development. A need was identified for additional strategies to help residents find mentors.

Career and Mentor Satisfaction among Canadian Engineers: Are there Differences based on Gender and Company‐Specific Undergraduate Work Experiences?

AbstractIn 2005, an in‐depth study was undertaken to collect quantitative and qualitative data on the career attitudes of Canadian engineers in the province of Manitoba. This paper examines the quantitative data on the relationships between prior undergraduate work experiences with their current employers and male and female respondents' career and mentor satisfaction. The results suggest that undergraduate work experience programs may play a role in enhancing engineers' perceptions of their recognized authority/expertise within their field. Results also show that prior work experience with current employers is related to satisfaction with mentors. Furthermore, a significant interaction effect was found for both prior work experience and gender as they relate to mentor satisfaction. Female engineers with prior work experience were the most satisfied with their mentors, while those without prior work experience were the least satisfied. Findings point to the value of company‐specific undergraduate work experience as a socialization tool and the role it plays in nurturing long‐term career development, particularly for young women engineers.

“She Gives Me a Break from the World”: Formal Youth Mentoring Relationships Between Adolescent Girls and Adult Women

Formal mentoring programs have historically tended to match youth with same-sex mentors; more recently, mentoring programs designed specifically for girls have begun cropping up in response to theories on gender and adolescent girls' psychological health and development, which suggest girls have particular psychosocial needs and ways of relating. Yet, there have been few empirical studies that explicitly examine the relational processes in adolescent girls' relationships with female mentors from the perspectives of the participants themselves. In the present study, qualitative interviews conducted with 12 female youth-adult pairs of participants (N = 24) in a one-to-one community-based mentoring program were analyzed thematically using a holistic-content approach. Examining these participants' narratives about their experiences in the program, three interrelated relational processes were identified: (a) engaged and authentic emotional support; (b) the development of new skills and confidence through collaborations; and, (c) experiences of companionship that provided relief from daily stresses. Editors' Strategic Implications: the focus on female dyads and relationships will richly inform further studies of the process of mentoring and provide insights for practitioners of a variety of gender-specific prevention programs.

My Sister's Keeper: A Qualitative Examination of Mentoring Experiences Among African American Women in Graduate and Professional Schools

Eight African American women's mentoring experiences in graduate school are examined pertaining to lessons learned, characteristics and behaviors of African American female mentors, challenges with White mentors (male and female), and stereotypical images of African American female mentors. The findings support mentoring as a method of empowerment and uplift.

Importance of Gender-Specific Role Models in Vascular Surgery

The percentage of female physicians selecting vascular surgery for residency and/or fellowship lags behind percentages in general surgery selections. A number of factors, such as mentorship, gender biases, lifestyle, and job characteristics, have been proposed as explanations for the lower percentage of applicants. The purpose of this study was to investigate whether selective lifestyle, mentorship, and associated job considerations were more commonly identified by female vascular surgeons during their decision-making process for their specialty. The study used a survey sent to vascular surgery residents and fellows. Questions were related to mentorship, lifestyle, and job characteristics and were analyzed using a series of bivariate comparisons. The findings suggest that both men and women rarely report a female mentor in medical school, and that female vascular surgeons were less likely than others to have children. As in other studies, we found that females lack female role models during medical school. With respect to career choice, no lifestyle or job characteristics were statistically different between female vascular surgeons and male counterparts. This finding contrasts with previous reports. This study confirms the lack of female mentorship in vascular surgery and questions the importance of job and lifestyle characteristics in relation to career selection.

A Meta-Analytic Investigation of Gender Differences in Mentoring

This meta-analysis investigates gender differences in mentor- and protégé-reported experience in mentorships as well as career and psychosocial benefits. There are no gender differences in experience as a protégé or protégé receipt of career development, but male protégés report receiving less psychosocial support than female protégés. Furthermore, males are more likely to serve as mentors than females and report giving more career development than female mentors. Conversely, female mentors report providing more psychosocial support than male mentors. In most cases, effect sizes are small and heterogeneous, providing important implications for future research.

Alternative mentoring of street girls in Bangladesh: new identities and non‐traditional opportunities

This article examines how mentoring and female role models enhance perceptions of self‐worth and career aspirations for adolescent girls from low socioeconomic backgrounds. It describes an eight‐week project that provided nine girls from the slums of Bangladesh with female role models and mentors in a modern work environment. The project involved collaboration between a charity hostel for low‐income girls and a private international school that aimed to raise self‐esteem and awareness of non‐traditional career and lifestyle options for the participating girls. Qualitative data collected during the project from participants’ diaries, focus group discussions, and mentor and participant interviews are analysed for evidence of the effectiveness of mentoring for empowerment rather than skill acquisition. The author concludes with reflection on the potential use of mentoring in non‐formal educational and vocational settings for the empowerment of adolescent girls from disadvantaged backgrounds.