Chapter 4: PETE Women's Experiences of Being Mentored Into Postsecondary Faculty Positions

Dodds, Patt
October 2005
Journal of Teaching in Physical Education;Oct2005, Vol. 24 Issue 4, p344
Academic Journal
The article focuses on post secondary women faculty. The academic gender gap for women in the professoriate is characterized by smaller salaries for comparable positions, underrepresentation in higher faculty ranks and in disciplines traditionally dominated by men, overrepresentation in part-time positions, and slower rates of earning tenure and promotion. Although initial salaries and appointments and the number of doctoral degrees earned narrow the gender gap, "everyday life remains gendered," even to the point that women faculty do most of the institutional housekeeping. Mentoring generally increases job satisfaction and organizational commitment; it is associated with job success including higher salaries, promotions, mobility, and performance ratings; and it decreases role stress and conflict. Research indicates that both mentor and protégé might benefit from the relationship. This article highlights the phenomenon of mentoring from participant perspectives. The strength of this approach is the pooled evidence from a wide variety of individuals in the same role of protégé, each contributing to a richer understanding of what mentoring is to its recipients.


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