African American Women and Mentoring.

Autor/inn/en	Howard-Vital, Michelle R.; Morgan, Rosalind
Titel	African American Women and Mentoring.
Quelle	(1993), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; Blacks; College Administration; College Faculty; Collegiality; Experience; Higher Education; Mentors; Pilot Projects; Professional Development; Self Concept; Significant Others; Socialization; Surveys; Teacher Student Relationship; Women Faculty + Suchen Sie Ihr Suchwort? Black person; Schwarzer; College administrators; Hochschulverwaltung; Fakultät; Kollegialität; Erfahrung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Pilot project; Modellversuch; Pilotprojekt; Selbstkonzept; Socialisation; Sozialisation; Survey; Umfrage; Befragung; Teacher student relationships; Lehrer-Schüler-Beziehung; Frauenakademie; Weibliche Gelehrte
Abstract	The mentoring experiences of African American women and the potential of mentoring for improving their circumstances are explored. To develop insight into mentoring, a brief pilot survey was designed using a definition of mentoring derived from the literature, specifically from the characteristics described by J. E. Blackwell. The 21-item instrument was sent to a sample of members of the Association of Black Women in Higher Education. The 63 usable responses represented a 28 percent response rate. Slightly more than half of the respondents identified themselves as administrators, and most earned appreciable salaries. Most were working in 4-year public institutions with a majority of non-African Americans. Fifty of the respondents described present or past mentoring relationships. Mentors were usually older, and respondents reported socializing with them beyond school or work functions. After reviewing their mentoring experience, 96 percent of the women said that they would like to be mentors. The most frequently perceived function of mentors was building self-confidence, heightening self-esteem, and strengthening motivation. The next most frequently identified function was socializing proteges regarding role requirements, expectations, and organizational imperatives. Findings seem to reinforce Blackwell's definition of a mentor, but do not identify any gender or race-specific functions of a mentor for these women. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC