WOMEN MENTORING WOMEN IN AN ACADEMIC NURSING FACULTY.
Contributors: Boston University.
Published: 1986
Number of pages: 301
Subjects: Education, Curriculum and Instruction.; Health Sciences, Nursing.
Description: Studies of women's development and career development suggest that barriers exist which may impede full participation and opportunity for career advancement. This dissertation explores mentoring relationships among women in a female-dominated environment through life stages and career development stages in a nursing faculty. Areas crucial to successful career development for women include effects of early socialization experiences, the impact of socialization on career growth, and the influence of the organizational environment.

Descriptive theory was used to examine the dyadic nature of the mentoring process through an intrapersonal, interpersonal and an organizational perspective. Subjects were fifteen full-time faculty women from a university school of nursing who were interviewed to discuss (1) early career history, (2) individuals who had been helpful in early career development, and (3) the perceived nature of assistance given by senior nursing faculty to new faculty. An unfocussed interview was used to study themes which emerged.

Intrapersonal analyses suggested that strong early role models served to demonstrate the importance and use of personal power and that awareness of such power was crucial to later success in academia.

Interpersonal analyses suggested that feelings of collegiality, affirmation and active mentoring were critical to assimilation into the faculty and preparation for tenure process. In addition, a sense of mastery and competence was important to attract a support system.

An organizational perspective suggested that mentoring and other supportive relationships by senior academicians were sometimes inhibited by administrative constraints. Further, explicit and implicit rules of a system determined rewards, opportunities and advancements within this hierarchy, as well as the way in which a department was viewed by others in the hierarchy.

This dissertation has implications for further developing theory, practice and research methodology for women in academia. The interview process contributes an understanding of relationships which encourage career growth and organizational intervention that has the potential of fostering such growth.
Notes: Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3586.

Thesis (ED.D.)--BOSTON UNIVERSITY, 1986.

School code: 0017.