Mentorship in the engineering professoriate: exploring the role of social cognitive career theory

Sylvia L. Mendez, Valerie Martin Conley, Rebecca S. Keith, Comas Haynes, Rosario Gerhardt

Research output: Contribution to journalArticlepeer-review

17 Scopus citations

Abstract

Purpose: The purpose of this paper is to explore a new mentoring and advocacy-networking paradigm sponsored by the National Science Foundation (15-7680) Office for Broadening Participation in Engineering in the USA. The Increasing Minority Presence within Academia through Continuous Training (IMPACT) program pairs underrepresented minority (URM) faculty with emeriti faculty in engineering for career mentorship. Design/methodology/approach: Researchers utilized a phenomenological qualitative research design to explore the influence of the three domains of the mentoring and advocacy-networking paradigm (career development, sponsorship, and coaching) through participant interviews of URM and emeriti faculty. Interviews, grounded by Social Cognitive Career Theory (SCCT), offered an in-depth understanding of the nature, meaning, and ways in which the IMPACT participants perceived the value of the mentoring experience. Findings: Phenomenological findings suggest mentees viewed IMPACT participation as a means for career progression, and mentors saw it as an opportunity to “give back” to the engineering field. Neither believed cultural or generational gaps would hamper their mentoring relationships, as their shared academic interests would facilitate a bridge for any gaps. Research limitations/implications: This paper identifies new questions related to the expectations and interests of both mentors and mentees who are engaged in a mentoring relationship. A longitudinal approach would offer deeper insight into mentoring as the relationship persists over time. Originality/value: Evidence at this stage indicates that the IMPACT program has the potential to contribute to the career progression of URM faculty through the inclusion of an often overlooked resource of emeriti faculty.

Original languageEnglish
Pages (from-to)302-316
Number of pages15
JournalInternational Journal of Mentoring and Coaching in Education
Volume6
Issue number4
DOIs
StatePublished - 2017

Bibliographical note

Publisher Copyright:
© 2017, © Emerald Publishing Limited.

Keywords

  • Career counselling
  • Higher education
  • Mentoring
  • Mentoring and coaching in HE
  • Mentoring in education
  • Mentorship of early career faculty members

ASJC Scopus subject areas

  • Education

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