Finding and Defining Champions in a Rural Adult Education Intervention in Limpopo, South Africa

This paper presents the outcomes of a community-based information communications technology (ICT) and basic adult education (BAE) nutrition training intervention for out-of-school young mothers (YMs) in a resource-limited rural village in eastern Limpopo Province, South Africa. YMs have been identified as a vulnerable and priority group for human development. Out-of-school YMs are often trapped in a cycle of poverty because they lack the resources and qualifications to compete outside their village environment. Implementation of the project's objectives to improve the nutritional and vocational skills education of the YMs was tracked to observe its empowering effect and the effectiveness of the community-based participatory action research (CBPAR) methodology in the implementation of the BAE. Voluntary sampling was used to purposively focus on seven of the 20 selected unemployed YMs between the ages of 18-30 years from this community. The findings revealed that the collaborative CBPAR approach enabled YMs to be empowered in their local community through active participation in the planning, trialling implementation, reflection, observation, and evaluation of the ICT and BAE nutrition course as an out-of-school adult learning experience. During these stages, some YMs displayed what may be considered "champion" behaviours such as higher levels of motivation in class, inviting others to the class, helping peers, regular attendance, and willingness to volunteer locally to access and assist with the facilitation of future courses. This study points to champions acting as catalysts to enable YMs and their older women mentors to fill different roles in the development and delivery of community-based BAE.

Some considerations for studying gender, mentorship, and scientific impact: commentary on AlShebli, Makovi, and Rahwan (2020)

Students, mentors, educational institutions, and funders want to make the best decision possible to maximize mentees’ success. Previous work has revealed the critical long-term impact of mentor-mentee relationships, opening the door for policy-relevant recommendations that could improve mentor-mentee matching. The article authored by AlShebli, Makovi, and Rahwan (2020)—the AMR article from now on—focuses on the little-known effects of gender dynamics on these relationships. The most controversial recommendation in AMR is that women mentees would do better with men mentors than women mentors. At best, we think this claim relies on weak evidence; at worst, this claim could be misleading and problematic. In this commentary, we describe several issues regarding definitions, methodology, and data quality in AMR. We offer alternative hypotheses rooted in past research regarding women’s lack of access to dissemination, training, and funding. If anything, these factors could significantly reduce or reverse the findings reported by AMR. We offer suggestions for controlling these effects and a research path forward for studying this important subject.

Mentoring Millennial Women in Academia

The COVID-19 pandemic created a host of simultaneous, ongoing ramifications for institutions of higher education. One of the most prominent and critical is financial. Although increasing retirement among senior faculty and upper level administrators is inevitable, strategies to rapidly reduce personnel costs include early retirement programs. As a result, younger faculty, especially female millennials, may be poised to transition into more active leadership roles. To ensure an effective transition, succession preparedness, including mentoring opportunities, is recommended. Women in higher education continue to be underrepresented in tenured and leadership positions. Millennial women represent a substantial talent pool who are eager for professional development and advancement opportunities as well as a female role models and mentors. Mentoring develops future leaders; fosters cross-generational and cross-campus knowledge transfer; and, contributes to the acquisition of critical organization skills. Administrators can capitalize on the potential benefits by offering up-to-date, institution and incentive-based mentorship training, guidance, and a deliberate curriculum designed to promote excellence. The recent applications of neuroscience research to the mentoring process are substantial. The challenges facing both women mentors and mentees in academia; the collective benefits of mentoring to institutions, mentees, and mentors; and, the contributions of neuroscience to the mentoring process are discussed.

Empowerment of women through an innovative e-mentoring community platform: implications and lessons learned

This article presents an overview of an e-mentoring community platform that intends to promote women’s empowerment. Women face the so-called glass ceiling effect, the barrier that keeps them from rising to the upper rungs of the corporate ladder, regardless of their qualifications or achievements. We aim to eliminate the stereotypical profile of women as excluded from economic, political, and professional life and promote women’s empowerment, equality, and social coherence. To this aim, we aspire to develop Womenpower, an innovative e-mentoring community platform that intends to link women mentors and mentees in the areas of academia, business, and healthcare. Given the nature of this endeavor, there is a need to approach the development of the e-mentoring platform as a horizontal process and democratize the design, allowing for different perspectives of stakeholders to be heard and determine the design decisions. This article delineates the approach adopted for democratizing the design process and maximizing intended users’ involvement in the development process. Finally, we conclude with implications for researchers and practitioners in Community Informatics and recommendations for promoting the participation of women in the fields of academia, business, and healthcare.

Framework for Mentoring East Asian Women Scientists and Engineers

The goal of this preliminary study was to develop a framework for success in mentoring East Asian women scientists and engineers. Six women participated in 2-hour interviews providing an oral history. Common themes from their interviews revealed they brought some shared experiences from Asia. While science and engineering studies were encouraged, especially for girls, they had little mentoring. Upon coming to the US they found themselves isolated as an Asian and female minority, while feeling family and cultural expectations. The findings of the study suggest a 4-part mentoring framework. 1. Mentors should be assigned. 2. At least 1 mentor should be a woman. 3. Mentors needed understanding of and to be able to discuss work/life balance and 4. Mentors need to work with protégés to help them with mission and goal setting. This research supports findings of other studies that describe mentoring teams working with minority faculty and the importance of women mentors in providing psychosocial mentoring functions. This research uncovered the limited role of East Asian mentors. Not all of the women had mentors from East Asia and some did not feel it was important.

The Professional Journeys and Experiences in Leadership of Evangelical Lutheran Church in America Women Bishops

The Problem There are 70.5 million Lutherans in the world, with numbers increasing in Asia and Africa. Currently, only 14% of the Lutheran bishops are women, an increase from 10% in 2011. The role of bishop is a complex leadership position, requiring one to lead up to 150 churches and pastors in a geographical area. With more than 50% of the Lutheran church population comprised of women, their gender and voices are not being represented or heard at the highest levels of the Evangelical Lutheran Church in America (ELCA). With one billion women projected to enter the workforce globally in the next two decades, more needs to be written and understood about women church leaders, such as Lutheran bishops. The purpose of this study was to explore the journeys of women who achieved the office of bishop, to glean what can be learned for the benefit of other women who might be called to these higher levels of leadership in the church. The Solution This research suggests that 70% of the ELCA women bishops interviewed had unique career journeys, important spouse support, few women mentors, many challenges, and key leadership competencies required for the role. These findings can be helpful to future Lutheran and other Christian church leaders. It can help current and future women bishops understand what is expected in the role so they can be more successful in it. Leadership development recommendations are also suggested for seminary and higher education administrators and educators. The Stakeholders This research contributes to the literature in human resource development (HRD) by concentrating on the experiences of women leaders in the church—specifically women who have achieved the office of Bishop of the ELCA. The findings offer insights that can benefit scholars and practitioners alike, as well as current and future women leaders across the globe, in the church setting as well as other settings.