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Sorcinelli From Mentor To Mentoring
Sorcinelli From Mentor To Mentoring
To cite this article: Mary Deane Sorcinelli & Jung Yun (2007) From Mentor to Mentoring Networks: Mentoring in the New
Academy, Change: The Magazine of Higher Learning, 39:6, 58-61, DOI: 10.3200/CHNG.39.6.58-C4
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Resource Review
I
n the literature of faculty devel-
opment, mentoring is usually From Mentor
to Mentoring
mentioned as a vital contribu-
tion to a successful academic
career, particularly for women
Networks:
and faculty of color. Mentoring
has traditionally been defined as a top-
down, one-to-one relationship in which
Mentoring in the
an experienced faculty member guides
and supports the career development of
a new or early-career faculty member,
New Academy
and research on faculty development and
mentoring programs largely has been de-
signed to fit this traditional definition.
But recently, a model has been
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and e-mentoring. cess than did those with a single or no Paul Schrodt, Carol Cawyer, and Renee
mentor. In a 2007 study of department Sanders (2003); and “Mentoring Faculty
Studies of Mentoring chairs and new faculty, “Factors Influ- for Success: Recommendations Based on
As noted in the resources on men- encing the Willingness to Mentor First Evaluations of a Program” by Mara
toring models, there is considerable Year Faculty in Physical Education Wasburn and Joseph LaLopa (2003).
evidence of the benefits of traditionally Departments,” Glenna Bower found
defined mentoring in an academic career. that department chairs need to initiate Programs and Practices
For example, faculty members with a mentoring relationships with first-year Resource Box III contains resources
mentor report more career success and faculty members and encourage them to on specific programs and practices fo-
socio-emotional support than faculty develop interdisciplinary connections cused on designing and implementing
members without one. But several re- within and outside the department. effective mentoring networks.
cent studies report that having a network Several resources provide evidence of Four resources describe varied ap-
of mentoring relationships may enhance the value of formal mentoring programs proaches that might be taken to foster
career success and personal well-being that conceptualize mentoring as a constel- multiple mentoring relationships. In
even more. (See Resource Box II.) lation of relationships. One is Carol “Strengthening Collegiality to Enhance
I. J. Hetty van Emmerik reports the Cawyer, Sheri Simonds, and Shannon Teaching, Research, and Scholarly
results of her research on new, mid-ca- Davis’s examination of a formal mentor- Practice: An Untapped Resource for
reer, and senior faculty in “The More ing program in “Mentoring to Facilitate Faculty Development” (2001), Gerlese
You Can Get the Better: Mentor Con- Socialization: The Case of the New Facul- Akerlind and Kathleen Quinlan describe
stellations and Intrinsic Career Suc- ty Member” (2002). The authors conclude and assess a series of workshops and
Resource Box II
Studies plications for career success. Journal of van Emmerik, I. J. H. (2004). The
Bower, G. G. (2007). Factors in- Social Psychology, 140(5), 549-564. more you can get the better: Mentor-
fluencing the willingness to mentor Provident, I. M. (2006). Outcomes ing constellations and intrinsic career
1st-year faculty in physical education of selected cases from the American success. Career Development Interna-
departments. Mentoring and Tutoring: Occupational Therapy Foundation’s tional, 9(6/7), 578.
Partnership in Learning, 15(1), 73-85. curriculum mentoring project. Ameri- Wasburn, M. H., & LaLopa, J. M.
Cawyer, C. S., Simonds, C., & can Journal of Occupational Therapy, (2003). Mentoring faculty for suc-
Davis, S. (2002). Mentoring to facili- 60(5), 563-576. cess: Recommendations based on
tate socialization: The case of the new Schrodt, P., Cawyer, C. S., & evaluations of a program. Planning and
faculty member. International Journal Sanders, R. (2003). An examination Changing, 34(3/4), 250.
of Qualitative Studies in Education, of academic mentoring behaviors and Wilson, P. P., Pereira, A., & Valentine,
15(2), 225-242. new faculty members’ satisfaction with D. (2002). Perceptions of new social
Peluchette, J. V. E., & Jeanquart, S. socialization and tenure and promotion work faculty about mentoring experi-
(2000). Professionals’ use of different processes. Communication Education, ences. Journal of Social Work Education,
mentor sources at various stages: Im- 52(1), 17-29. 38(2), 317.
mentoring panels and workshops at con- faculty and “brokered” by a senior faculty career faculty to use not only colleagues
ferences of professional associations). fellow and the director of the teaching but also chairs and deans as mentors.
Three resources feature peer-mentor- and learning center. She highlights situations in which chairs
ing programs focused specifically on re- Several resources provide guidance can be particularly helpful mentors and
search or teaching. For building networks on how recently tenured, mid-career, and encourages new faculty to use a range of
to support scholarly activities, see “Peer senior faculty—as well as academic lead- mentoring resources.
Networking as a Dynamic Approach to ers— can support new faculty. In “Sur- And finally, four online resources
higher education realm. Rehabilita- (2006). Women Faculty Mentoring fer practice-based resources based on
tion Education—Special Issue: The Program at the University of Wiscon- broader definitions of mentoring and/or
Role of Women in Rehabilitation sin-Madison. Retrieved on July 7, the network-based model of mentoring.
Counselor Education, 15(1), 37-45. 2007, from http://www.provost.wisc. These include Christine Stanley and
Smith, J. W., Smith, W. J., & edu/women/mentor.html Yvonna Lincoln’s “Cross-Race Faculty
Mentoring” (2005), in which the authors
describe their experiences as an African-
from Northern Arizona University, the expanded definition, 97 percent of her American female protégé and Caucasian
University of Massachusetts Amherst, study participants reported having a female mentor, as well as offering 10
the University of Southern Florida, and mentor, compared to no more than 12 lessons learned on effective cross-race
the University of Wisconsin at Oshkosh percent in previous studies of African- mentoring. In “Mentoring Partnerships
describe a variety of network-based men- American faculty that applied the tradi- for Minority Faculty and Graduate
toring programs for new and underrepre- tional hierarchal definition. Students in Mental Health Services
sented faculty. Deborah Harley offers some practi- Research” (2006), Howard Waitzkin,
cal advice on negotiating these various Joel Yager, Tassy Parker, and Bonnie
Diversity definitions in “In a Different Voice: An Duran describe two minority-mentoring
The fourth and final Resource Box African-American Woman’s Experi- programs designed to build research pro-
addresses key issues and questions about ences in the Rehabilitation and Higher ductivity by creating a variety of mentor-
mentoring as it relates to diversity—in par- Education Realm” (2005). Harley urges ing experiences for their participants,
ticular, the mentoring of faculty of color faculty of color to obtain as much men- including tutorial sessions, one-on-one
and women. The literature indicates that toring as possible but to acknowledge mentoring, informal get-togethers, and
researchers and practitioners are still strug- that protégés and mentors sometimes protégé-support groups. This approach is
gling to determine which mentoring mod- have differing, if not conflicting, per- similar to one instituted at the University
els and practices best support these groups. spectives about what mentoring really of Wisconsin-Madison, where partici-
This is evidenced by the range of resources is. While Harley suggests that mentors pants in a formal mentoring program for
cited that challenge traditional ideas about do not need to be the same race or gen- female faculty engage in a conversation
what mentoring is, who has access to its der as the protégé or even be from the series, peer-mentoring groups, a mentor-
benefits, and whether or not the race and/or same program, department, or college, ing luncheon, and an annual reception.
gender of the participants affects the value she notes that protégés would be best And finally, Mara Wasburn offers a
and efficacy of the mentoring relationship. served by determining how their defini- comprehensive review of faculty-men-
In “Mentoring as a Precursor to tions of mentoring align with those of toring models and programs in “Mentor-
Incorporation: An Assessment of the their mentors. ing Women Faculty: An Instrumental
Mentoring Experience of Recently In contrast to Harley, Sharon K. Case Study of Strategic Collaboration”
Minted Ph.D.s” (2003), Regina Dixon- Gibson’s research in “Mentoring of (2007), which also describes an ambi-
Reeves’s study of African-American Women Faculty: The Role of Organi- tious pilot program for female faculty at
junior faculty broadens the definition zational Politics and Culture” (2006) Purdue University based on “strategic
of mentoring to include peer advisors, suggests that gender may in fact matter collaboration”—a hybrid of the tradi-
counselors, role models, sponsors, to a protégé. Some female participants tional grooming and emerging network-
and/or guides. Using this significantly in her study did not see male mentors ing models. C
Change ● November/December 2007 61
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