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Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations Among Doctoral Students
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Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations Among Doctoral Students
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Journal Article
Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations Among Doctoral Students
2016
Overview
We know little about the role of faculty mentoring in the development of interest in pursuing an academic career among doctoral students. Drawing on Social Cognitive Career Theory, this study examined the relationships between different kinds of mentoring (instrumental, psychosocial, and sponsorship) and academic career self-efficacy, interests, and goals. Analyses controlled for race, gender, field, and candidacy status. Psychosocial and instrumental mentoring predicted feelings of self-efficacy in one's ability to pursue an academic career, and exerted significant indirect effects through that selfefficacy, on students' interest in such a career. Race-gender comparisons indicated that sponsorship was not an important predictor for non-URM men, in contrast to the other groups.
