Dialogic exchanges and the negotiation of differences

Female graduate students' experiences of obstacles related to academic mentoring

Sharon Hayes, Mirka Koro-Ljungberg

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

This study, framed by social constructionism, investigated the dialogic exchanges and co-construction of knowledge among female graduate students, who met to discuss the ways in which the differences between mentors and mentees might be negotiated in order to develop and maintain mentoring relationships that benefit both partners. Ten female graduate students, with qualitative research experience, participated in individual interviews and focus groups. Findings indicated our participants were open to the differences expressed, focusing on commonalities, rather than accentuating or suppressing stated differences. This negotiation of difference enabled our participants to co-construct more complex and legitimate understandings of mentoring. Collectively, our participants expressed a need for mentoring that addressed psychosocial, as well as career functions and mentoring relationships that supported the development of both mentor and mentee as scholars and researchers.

Original languageEnglish (US)
Pages (from-to)682-710
Number of pages29
JournalQualitative Report
Volume16
Issue number3
StatePublished - May 2011
Externally publishedYes

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Negotiating
mentoring
graduate
Students
Mentors
experience
student
Qualitative Research
Focus Groups
qualitative research
Research Personnel
career
Interviews
Mentoring
interview
Group

Keywords

  • Academic Mentoring
  • Discourse Analysis
  • Female Doctoral Students
  • Qualitative Research
  • Social Constructionism

ASJC Scopus subject areas

  • Social Psychology
  • Education
  • Cultural Studies

Cite this

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