Using Social Exchange Theory to Examine Minoritized Stem Postdocs' Experiences with Faculty Mentoring Relationships

Autor/inn/en	Karalis Noel, Tiffany; Miles, Monica Lynn; Rida, Padmashree
Titel	Using Social Exchange Theory to Examine Minoritized Stem Postdocs' Experiences with Faculty Mentoring Relationships
Quelle	In: Studies in Graduate and Postdoctoral Education, 13 (2022) 1, S.90-108 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2398-4686
DOI	10.1108/SGPE-12-2020-0080
Schlagwörter	Social Exchange Theory; Minority Group Students; Postdoctoral Education; Doctoral Students; STEM Education; Mentors; Females; Student Attitudes; Meetings; Responsibility; Role Perception; Interaction; Occupational Aspiration; Career Development + Suchen Sie Ihr Suchwort? Theorie des sozialen Wandels; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; STEM; Weibliches Geschlecht; Schülerverhalten; Meeting; Tagung; Verantwortungsübernahme; Zuständigkeit; Role conception; Rollenverständnis; Interaktion; Berufsneigung; Berufsziel; Berufsentwicklung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01