COMPARISON OF THE PERCEPTIONS OF MENTORING RELATIONSHIPS IN THE CAREERS OF FEMALE CHIEF ACADEMIC OFFICERS OF NURSING AND MALE CHIEF ACADEMIC OFFICERS OF EDUCATION (DEANS).
Contributors: Peabody College For Teachers Of Vanderbilt University.
Published: 1986
Number of pages: 116
Subjects: Education, Administration.
Description: The purpose of this exploratory comparative study was to describe the characteristics and frequency of the mentor-protege relationships of female chief academic officers of nursing and male chief academic officers of education. The sample, (N = 110), consisted of 43 male chief academic officers of education and 67 female chief academic officers of nursing. The outcomes were derived from a self-administered questionnaire, Mentoring Questionnaire, which I developed. A majority of both female and male subjects had mentors. Comparisons made between female and male chief academic officers indicated significant differences between females and males with regard to the time interval between earning a doctoral degree and becoming a chief academic officer, gender of mentors, status of proteges at the time the mentor-protege relationship occurred, length of relationships, and ways relationships with most important mentors end. The majority of subjects who had had mentors also served as mentors. Most mentors were the same sex as the proteges.

Females were appointed chief academic officers much sooner after earning doctoral degrees than were males. Males reported that most of their mentor-protege relationships occurred during the time they were doctoral students and that their relationships with first mentors ended when they graduated or moved. In contrast, females reported that their relationships as proteges were most likely to end when their mentors moved or died. Although many mentor-protege relationships exceeded 15 years, males ended relationships with their first mentors earlier than did females. No significant differences existed between females and males with regard to their willingness to serve as mentors. Few subjects reported negative characteristics of mentor-protege relationships.
Notes: Source: Dissertation Abstracts International, Volume: 47-07, Section: A, page: 2392.

Thesis (PH.D.)--PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY, 1986.

School code: 0074.