A Relational Approach to Mentoring Women Doctoral Students
Saved in:
| Title: | A Relational Approach to Mentoring Women Doctoral Students |
|---|---|
| Language: | English |
| Authors: | Gammel, Jo Ann, Rutstein-Riley, Amy |
| Source: | New Directions for Teaching and Learning. Fall 2016 (147):27-35. |
| Availability: | Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Doctoral Programs, Females, Mentors, Graduate Students, Supervisory Methods, Faculty Advisers, Supervisor Supervisee Relationship, Group Dynamics, Power Structure, Context Effect, Cultural Traits, Interpersonal Relationship, Transformative Learning |
| DOI: | 10.1002/tl.20196 |
| ISSN: | 0271-0633 |
| Abstract: | Our study examines the relationships of six dyads of women advisors and advisees in one doctoral program to understand power, context, and personal transformation. We found that mentoring is context specific and power dynamics range from equitable to hierarchical. This article explores the connection between relational cultural theory and transformative learning. |
| Abstractor: | As Provided |
| Entry Date: | 2016 |
| Accession Number: | EJ1112742 |
| Database: | ERIC |
| Abstract: | Our study examines the relationships of six dyads of women advisors and advisees in one doctoral program to understand power, context, and personal transformation. We found that mentoring is context specific and power dynamics range from equitable to hierarchical. This article explores the connection between relational cultural theory and transformative learning. |
|---|---|
| ISSN: | 0271-0633 |
| DOI: | 10.1002/tl.20196 |
