Understanding how diversity training impacts faculty mentors’ awareness and behavior

2018 ◽  
Vol 7 (1) ◽  
pp. 72-86 ◽  
Author(s):  
Stephanie C. House ◽  
Kimberly C. Spencer ◽  
Christine Pfund
Keyword(s):  
Diversity Training ◽  
Controlled Trial ◽  
Mentoring Relationships ◽  
Training Intervention ◽  
Mentor Training ◽  
Content Type ◽  
The Usa ◽  
Research Mentor ◽  
And Behavior ◽  
Faculty Mentors

Purpose The purpose of this paper is to explore how a mentor training intervention affected research scientists’ perceptions of diversity and their subsequent behaviors. Design/methodology/approach Data were originally collected as part of a randomized controlled trial measuring the effectiveness of a research mentor training intervention that covered six mentoring competencies, including addressing diversity. Here, the results of a secondary qualitative analysis of interviews with trained mentors, 135 faculty from 16 institutions from across the USA and Puerto Rico, are reported. Findings Analyses provide insights into how the diversity content of a mentoring intervention is interpreted, internalized, and acted upon. Mentors reported increased awareness, an expanded understanding of diversity and the implications of human differences, as well as a greater recognition of personal biases. While some were able to act on that increased awareness and make changes to their mentoring practice, most did not report doing so. Social implications Well-designed mentor training incorporating culturally aware practices could better prepare mentors to work successfully with mentees from diverse backgrounds. Cultivating a more culturally diverse scientific community is of benefit to science as well as society. Originality/value Little is known about how faculty perceive diversity or internalize training content on the topic, either within the context of mentoring or more broadly. This exploratory study provides unique insights into these phenomena and invites further research. Implications for mentoring relationships, mentor training initiatives, and efforts to address diversity are discussed.

Cultural differences in gift recipients’ attitude and behavior toward disliked gifts

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Theeranuch Pusaksrikit ◽  
Sydney Chinchanachokchai
Keyword(s):  
Cultural Differences ◽  
Future Research ◽  
Content Type ◽  
Relationship Closeness ◽  
Marketing Segmentation ◽  
Self Construal ◽  
The Usa ◽  
And Behavior ◽  
Different Cultures ◽  
The Relationship

Purpose The purpose of this paper is to examine the effects of cultural differences and the types of relationship closeness involved in recipients’ emotional and behavioral reactions after receiving disliked gifts. Design/methodology/approach Collecting data from Thailand and the USA, two experiments were conducted in a 2 (self-construal: independent/interdependent) × 2 (relationship closeness: close/distant) between-subjects design. Study 1 explores the recipients’ feelings and reactions upon receipt of a disliked gift. Study 2 explores the disposition process for a disliked gift. Findings The results show that a recipient’s emotions, reaction and disposition process can be affected by cultural differences and relationship closeness: specifically that close and distant relationships moderate the relationship between self-construal and gift-receiving attitudes and behaviors. Research limitations/implications Future research can investigate representative groups from other countries to broaden the generalizability of the findings. Practical implications This understanding can guide gift-givers when selecting gifts for close or distant recipients across cultures. Additionally, it can help retailers develop and introduce new marketing strategies by applying self-construal as a marketing segmentation tool for gift purchase and disposition. Originality/value This research is among the first studies to offer insights into how individuals in different cultures manage disliked gifts they receive from people in either close or distant relationships.

Exploring mentoring across gender, race, and generation in higher education

2019 ◽  
Vol 8 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Sydney Freeman Jr ◽  
Frances Kochan
Keyword(s):  
Higher Education ◽  
Mentoring Relationships ◽  
White Female ◽  
Content Type ◽  
Mentoring Relationship ◽  
The Usa ◽  
Extensive Body ◽  
The Relationship ◽  
Practical Implications

Purpose The purpose of this paper is to examine a long-term mentoring relationship between a White female from the Traditional Generation and an African American male from the Xennial Generation, as engaged in a mentoring relationship within higher education institutions in the USA. The study investigated if, how and to what degree the differences and similarities between them influenced their mentoring relationship. Design/methodology/approach The authors used an autoethnographic approach involving extensive questioning, dialoguing, note keeping and analysis over eight months. Findings The analysis suggested that race had the greatest influence on the relationship. The primary reasons for mentoring success were similarities in family backgrounds and commonly held values. Research limitations/implications This study may not be generalizable to mentoring relationships that do not involve cultural differences in race, age or gender. Practical implications The paper offers a model for the types of strategies individuals can use in cross-racial mentoring endeavors to help build and sustain these relationships. It also includes suggestions for individuals engaged in mentoring relationships, which include gender, race or age differences, and organizations seeking to enhance diversity within their institutions. Originality/value There is not an extensive body of research on individual cross-racial, gender and generational mentoring that provides an analysis of the experience of those involved. Additionally, the model presented for examining cross-racial mentoring relationships is unique.

Survey of experiential entrepreneurship education offerings among top undergraduate entrepreneurship programs

2016 ◽  
Vol 58 (2) ◽  
pp. 164-178 ◽  
Author(s):  
Richard Mandel ◽  
Erik Noyes
Keyword(s):  
Mode Of Delivery ◽  
Entrepreneurship Education ◽  
Target Population ◽  
Content Type ◽  
Program Leaders ◽  
Support Resources ◽  
The Usa ◽  
Faculty Mentors ◽  
Survey Approach ◽  
Practical Implications

Purpose – The purpose of this paper is to analyze experiential entrepreneurship education offerings – programs and courses – among the “Top 25” undergraduate schools of entrepreneurship in the USA. The motivation is to understand the array and vitality of experiential initiatives across the country. A related aim is to unearth obstacles to offering experiential entrepreneurship and identify affordable, viable options. Surveying undergraduate program deans, chairs and administrators, the authors inventory and analyze experiences offered in top entrepreneurship programs. The target audience for the research is entrepreneurship education researchers and business program leaders. Design/methodology/approach – The methodology is a survey approach. A survey was sent to the entrepreneurship program leaders of the “Top 25” business schools according to recently published rankings. In total, 57 percent of the target population responded to the survey. Findings – The authors find that credit-yielding experiential entrepreneurship offerings are abundant. Yet an array of challenges constrain the growth this mode of delivery – including finding suitable faculty, mentors and other support resources. Research limitations/implications – A potential limitation of the study is its focus on “Top 25” undergraduate entrepreneurship programs, as this may not be reflective of activity in the wider sample of entrepreneurship programs. Practical implications – The first inventory of its kind, this study provides vital knowledge about the array of practices by leading programs. The study may be used to drive benchmarking and further innovation by leaders of entrepreneurship programs. Originality/value – To the best knowledge of the authors, this is the most comprehensive, recent study of undergraduate, experiential entrepreneurship education.

The role of mentoring relationships in counseling programs

2015 ◽  
Vol 4 (3) ◽  
pp. 168-183 ◽  
Author(s):  
Jennifer N. Boswell ◽  
Angie D. Wilson ◽  
Marcella D. Stark ◽  
Anthony J Onwuegbuzie
Keyword(s):  
Counselor Education ◽  
Junior Faculty ◽  
Communication Style ◽  
Mentoring Relationships ◽  
Research Approach ◽  
Education Programs ◽  
Counseling Programs ◽  
Content Type ◽  
Mentoring Relationship ◽  
The Usa

Purpose – The goals of a mentoring relationship are important to the development of mentees. The purpose of this paper is to focus on the specific needs of students and junior faculty in counseling programs. Design/methodology/approach – The authors used a psychological phenomenological research approach to understand the role and significance of a mentor and the mentoring relationship. In this qualitative research study, pre-tenured faculty, doctoral- and master’s-level students in counselor education programs in the USA were interviewed (n=30), to explore the mentorship needs. Findings – In the study, the authors identified 28 codes that emerged from the participants’ lived experiences, which then were organized into seven meta-codes. The seven meta-codes were: relationship between mentor and mentee; communication style or patterns; preferred gender of mentor; introduction to the relationship; mentee needs; mentee benefits; and experiences as a mentee. Originality/value – In the paper, the authors sought to explore the mentoring needs of students and junior faculty in counselor education programs and how these needs can begin to be addressed effectively.

scholarly journals Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers

2015 ◽  
Vol 14 (2) ◽  
pp. ar24 ◽  
Author(s):  
Christine Pfund ◽  
Kimberly C. Spencer ◽  
Pamela Asquith ◽  
Stephanie C. House ◽  
Sarah Miller ◽  
...  
Keyword(s):  
Implementation Strategies ◽  
Mentoring Relationships ◽  
Evidence Based ◽  
Mentor Training ◽  
Train The Trainer ◽  
Research Mentoring ◽  
High Satisfaction ◽  
National Capacity ◽  
Research Mentor ◽  
Widespread Dissemination

Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed.

Using social exchange theory to examine minoritized STEM postdocs’ experiences with faculty mentoring relationships

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tiffany Karalis Noel ◽  
Monica Lynn Miles ◽  
Padmashree Rida
Keyword(s):  
Social Exchange ◽  
Social Exchange Theory ◽  
Junior Faculty ◽  
Shared Responsibility ◽  
Data Sources ◽  
Mentoring Relationships ◽  
Content Type ◽  
Faculty Mentor ◽  
And Mathematics ◽  
Faculty Mentors

Purpose Mentoring postdocs is a shared responsibility and dynamic process that requires a mutual commitment between the faculty mentor and postdoc. The purpose of this study is to understand how minoritized science, technology, engineering, and mathematics (STEM) postdocs view and engage in mentoring exchanges with their faculty mentors. In the context of this study, minoritized postdocs include women, people of color, and individuals with international status; faculty mentors include postdocs’ Principal Investigators (PIs). Design/methodology/approach Three researchers and 31 data sources (i.e., interview transcripts) were used to construct the case. Researchers first deductively and independently coded the data sources using Molm’s (2006) social exchange framework to identify examples of direct, generalized, and productive mentoring exchanges. Researchers then used thematic analysis (Braun and Clarke, 2006) to identify emergent themes among coded examples of direct, generalized, and productive mentoring exchanges. Findings Data analyses revealed three emergent themes: (1.1) postdocs valued regular meetings and communication with mentors to clarify responsibilities and role expectations, (1.2) postdocs found more value in their interactions with junior faculty PIs who were flexible and open to innovative ideas, and (1.3) postdocs appreciated conversations about short- and long-term career goals and advice with mentors. Originality/value Findings offer implications for faculty and postdocs’ approaches to mentoring relationships, and for approaches to cultivating supportive scholarly communities in STEM higher education. Recommendations include flexibility in research assignments, increased awareness of non-academic careers, and opportunities for informal interactions and intra/interdepartmental community building.

scholarly journals Mentoring beginning teachers: professional learning for mentees and mentors

2017 ◽  
Vol 6 (3) ◽  
pp. 158-163 ◽  
Author(s):  
Rachel Shanks
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Professional Learning ◽  
Beginning Teacher ◽  
Mentoring Relationships ◽  
Teacher Mentors ◽  
Content Type ◽  
The Usa ◽  
The Republic

Purpose The purpose of this paper is to introduce this special issue focussing on the mentoring of beginning teachers which supports the professional learning of not only mentees but also mentors. The paper identifies the varied aims of beginning teacher mentoring programmes, some of the reasons for mentoring and an introduction to the six research papers published in the issue. Design/methodology/approach The papers in this issue examine different perspectives relating to the mentoring of student teachers and newly qualified teachers (NQTs). Different types of mentoring relationships are examined in various international contexts. The research, from Australia, the Republic of Ireland, Malta, Norway, Scotland, the USA and Wales, addresses the challenges that can occur in mentoring relationships, and enables us to better understand the professional learning that takes place in successful mentoring relationships. Findings The authors of the papers delineate how critical reflective practice, inquiry into professional practice, collaboration and professional learning for both mentees and mentors are key aims for many mentoring programmes. The six studies used different methods to investigate external and/or school-based mentoring programmes for student teachers and NQTs. Research limitations/implications A snapshot of current research into professional learning is provided with most studies being small qualitative ones. However, common themes can be identified across countries and contexts. The authors of each paper outline the implications for teacher education for their own contexts, as well as for international contexts. Originality/value Teacher education programmes employ mentoring pairs and triads in order to develop particular traits and reflective practices in teachers. Research shows how mentor programmes provide classroom experience and professional learning for student and NQTs as well as professional learning for teacher mentors. University tutors play a key role in supporting not only the mentees and mentors but also the mentoring relationship.

scholarly journals A randomized controlled pilot study of the University of Minnesota mentoring excellence training academy: A hybrid learning approach to research mentor training

2019 ◽  
Vol 3 (4) ◽  
pp. 152-164 ◽  
Author(s):  
Anne Marie Weber-Main ◽  
Janet Shanedling ◽  
Alexander M. Kaizer ◽  
John Connett ◽  
Michelle Lamere ◽  
...  
Keyword(s):  
Professional Development ◽  
Controlled Trial ◽  
Pilot Trial ◽  
Delivery Mode ◽  
Learning Approaches ◽  
Mentor Training ◽  
Development Activity ◽  
Online Module ◽  
Randomized Controlled ◽  
Research Mentor

AbstractIntroduction:Research mentor training is a valuable professional development activity. Options for training customization (by delivery mode, dosage, content) are needed to address the many critical attributes of effective mentoring relationships and to support mentors in different institutional settings.Methods:We conducted a pilot randomized controlled trial to evaluate a hybrid mentor training approach consisting of an innovative, 90-minute, self-paced, online module (Optimizing the Practice of Mentoring, OPM) followed by workshops based on the Entering Mentoring (EM) curriculum. Mentors (n = 59) were randomized to intervention or control arms; the control condition was receipt of a two-page mentoring tip sheet. Surveys (pre, post, 3-month follow up) and focus groups assessed training impact (self-appraised knowledge, skills, behavior change) and participants’ perceptions of the blended training model.Results:The intervention (∼6.5 hours) produced significant improvements in all outcomes, including skills gains on par with those reported previously for the 8-hour EM model. Knowledge gains and intention-to-change mentoring practices were realized after completion of OPM and augmented by the in-person sessions. Mentors valued the synergy of the blended learning format, noting the unique strengths of each modality and specific benefits to completing a foundational online module before in-person engagement.Conclusions:Findings from this pilot trial support the value of e-learning approaches, both as standalone curricula or as a component of hybrid implementation models, for the professional development of research mentors.

scholarly journals Feasibility of using a biofeedback device in mindfulness training - a pilot randomized controlled trial

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Brenna Lin ◽  
Christopher Prickett ◽  
Steven Woltering
Keyword(s):  
College Students ◽  
Mindfulness Meditation ◽  
Controlled Trial ◽  
Scientific Evidence ◽  
Well Being ◽  
Open Science ◽  
Control Group ◽  
Test Procedures ◽  
The Usa ◽  
Biofeedback Device

Abstract Background Stress can negatively impact an individual’s health and well-being and high levels of stress are noted to exist among college students today. While traditional treatment methods are plagued with stigma and transfer problems, newly developed wearable biofeedback devices may offer unexplored possibilities. Although these products are becoming commonplace and inexpensive, scientific evidence of the effectiveness of these products is scarce and their feasibility within research contexts are relatively unexplored. Conversely, companies are not required, and possibly reluctant, to release information on the efficacy of these products against their claims. Thus, in the present pilot, we assess the feasibility of using a real-time respiratory-based biofeedback device in preparation for a larger study. Our main aims were to assess device-adherence and collaboration with the company that develops and sells the device. Method Data were collected from 39 college students who self-identified as experiencing chronic stress at a Southwestern university in the USA. Students were randomized into either a mindfulness-only control group without a biofeedback device (n = 21), or an experimental group with biofeedback device (n = 18). Both groups received mindfulness meditation training. Pre-test and post-test procedures were conducted 2 weeks apart. Further, both participant compliance and company compliance were assessed and collaboration with the company was evaluated. Results Participant device-adherence as well as the company’s collaboration necessary for a full-scale study was determined to be low. This may also have affected our results which showed a strong main effect for time for all outcome variables, suggesting all groups showed improvement in their levels of stress after the intervention period. No group by time effects were identified, however, indicating no added benefit of the biofeedback device. Conclusions Our findings suggest feasibility of future studies requires full collaboration and detailed and agreed upon data sharing procedures with the biofeedback company. The particular device under investigation added no value to the intervention outcomes and it was not feasible to continue a larger-scale study. Further, as the technology sector is innovating faster than it can validate products, we urge for open science collaborations between public and private sectors to properly develop evidence-based regulations that can withstand technological innovation while maintaining product quality, safety, and effectiveness. Trial registration NCT02837016. Registered 19 July 2016.

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