Group mentoring for women starting a PhD: a "duty free zone" to build professional identity

Détails

ID Serval
serval:BIB_828A7418A82D
Type
Article: article d'un périodique ou d'un magazine.
Collection
Publications
Titre
Group mentoring for women starting a PhD: a "duty free zone" to build professional identity
Périodique
International Journal of Mentoring and Coaching in Education
Auteur(s)
Stroude A., Bellier-Teichmann T., Cantero O., Dasoki N., Kaeser L., Ronca M., Morin Di.
ISSN
2046-6854
Statut éditorial
Publié
Date de publication
2015
Peer-reviewed
Oui
Volume
4
Numéro
1
Pages
37-52
Langue
anglais
Résumé
Despite increasing numbers of women attaining higher level academic degrees, gender disparities remain among higher education and among university faculties. Some have posited that this may stem from inadequate academic identity development of women at the doctoral level. While existing gender differences may stem from multiple and variable origins, mentoring has been proposed as a viable means to promote academic identity development and address these gender gaps. This study used a qualitative, narrative case study design to evaluate "StartingDoc" a structured mentoring program launched among Swiss Universities aimed at promoting networking and academic identity development among female doctoral students. Herein we describe the 9 emergent themes which arose from the small-group mentoring program and suggest that such an approach is both feasible and beneficial for young female academics. Further work is needed to elucidate the most effective strategies for developing and retaining women in academia.
Mots-clé
Mentoring in education, Mentorship of doctoral students, Mentoring women's issues, Mentorship of early career faculty members
Création de la notice
24/09/2013 14:13
Dernière modification de la notice
20/08/2019 15:42
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