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Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations Among Doctoral Students

Author

Listed:
  • Nicola Curtin

    (Clark University
    Brandeis University’s Women’s Studies Research Center)

  • Janet Malley

    (University of Michigan)

  • Abigail J. Stewart

    (University of Michigan)

Abstract

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 self-efficacy, 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.

Suggested Citation

  • Nicola Curtin & Janet Malley & Abigail J. Stewart, 2016. "Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations Among Doctoral Students," Research in Higher Education, Springer;Association for Institutional Research, vol. 57(6), pages 714-738, September.
    • Handle: RePEc:spr:reihed:v:57:y:2016:i:6:d:10.1007_s11162-015-9403-x
    DOI: 10.1007/s11162-015-9403-x
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    References listed on IDEAS

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    1. Laudeline Auriol & Max Misu & Rebecca Ann Freeman, 2013. "Careers of Doctorate Holders: Analysis of Labour Market and Mobility Indicators," OECD Science, Technology and Industry Working Papers 2013/4, OECD Publishing.
    2. Laudeline Auriol & Max Misu & Rebecca Freeman, 2013. "Doctorate Holders: Labour Market and Mobility Indicators," Foresight and STI Governance (Foresight-Russia till No. 3/2015), National Research University Higher School of Economics, vol. 7(4), pages 16-42.
    3. Chris M. Golde, 2005. "The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments," The Journal of Higher Education, Taylor & Francis Journals, vol. 76(6), pages 669-700, November.
    4. Gene Russo, 2011. "Graduate students: Aspirations and anxieties," Nature, Nature, vol. 475(7357), pages 533-535, July.
    5. Brad Ceely & Anne Maree Davis & Natalie Hooke & Margaret Kelly & Peter Lewis & Claudia Watson, 2008. "Learning action learning: a journey," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 5(1), pages 57-63, March.
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    Cited by:

    1. Zuo, Zhiya & Zhao, Kang & Ni, Chaoqun, 2019. "Standing on the shoulders of giants?—Faculty hiring in information schools," Journal of Informetrics, Elsevier, vol. 13(1), pages 341-353.
    2. Jeongeun Kim & Molly Ott & Lindsey Dippold, 2020. "University and Department Influences on Scientists’ Occupational Outcomes," Research in Higher Education, Springer;Association for Institutional Research, vol. 61(2), pages 197-228, March.
    3. Shang, Jing & Zeng, Mingbin & Zhang, Gupeng, 2022. "Investigating the mentorship effect on the academic success of young scientists: An empirical study of the 985 project universities of China," Journal of Informetrics, Elsevier, vol. 16(2).

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