According to projections in Workforce 2000, the majority of new entrants into the labor force will be women and minorities. Although women are currently major participants in the workplace, when compared with men, they have not experienced equal opportunities for upward mobility nor have they had salaries which reflect equity. Mentoring is one strategy that can promote the career development of women.
The purpose of this study was to provide an in-depth analysis of the characteristics of female mentors and their activities and mentoring styles with male and female proteges. The study was specifically designed to explore the following questions:
1. What are the personal characteristics of female mentors?
2. What functions (career or psychosocial) are provided in female mentor relationships?
3. How does gender affect the mentor relationship?
4. What effect does the organization have on the mentor activities of women?
The sample for this study was six female mentors who were employed with Roanoke County Government and who were in a mentor relationship within the past year. Data were gathered through qualitative methodologies, including in-depth interviews with the mentors, a review of descriptive written documents about the organization's policy and procedures, and interviews with the mentor's protege and co-workers. The interview guide used to collect information about the mentors consisted of questions in the following areas: career information, history of the mentor relationship, functions of the mentor relationship, gender-related issues, mentoring in the organization, and personal characteristics.
The interviews were transcribed verbatim, then coded and categorized. The data from all sources were then compared and contrasted to identify emergent themes. The findings were described through the use of verbatim quotations. Based on the findings, recommendations for action were suggested to include the following: (a) training should be conducted to increase greater self-awareness and understanding of relationships in a work context; (b) organizations should recognize the positive benefits of mentor relationships; (c) formalized mentor programs should be a viable option for employers; (d) training should be available to help women recognize their importance and potential influence on others and the organization. Recommendations for further research included examination of (a) whether a larger sample or sample from a different organizational setting or locality would constitute similar findings; (b) progress of proteges mentored by females; (c) mentor relationships in formalized programs; (d) longitudinal data from female mentors and their proteges; (e) differences in the way males and females mentor; (f) similarities in mentoring at different levels of management; and (g) the frequency of female mentor relationships. / Ed. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/39768 |
| Date | 12 October 2005 |
| Creators | Chew, Catherine |
| Contributors | Vocational and Technical Education, Burge, Penny L., Harvey, Helen M., Hoerner, James L., Oliver, J. Dale, Reece, Barry L. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation, Text |
| Format | x, 167 leaves, BTD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | OCLC# 24449300, LD5655.V856_1991.C549.pdf |
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