TY - JOUR
T1 - The relational selves of female graduate students during academic mentoring
T2 - From dialogue to transformation
AU - Koro-Ljungberg, Mirka
AU - Hayes, Sharon
PY - 2006/1/1
Y1 - 2006/1/1
N2 - This study, framed by social constructionism, retrospectively examines how faculty mentoring influenced the transformations of 10 female graduate students’ relational selves and their professional identities as qualitative researchers and scholars. Participants reported that effective mentorships often resulted in collaboration on research projects, as well as shared decision- and meaning-making. Effective mentoring also led to the development of the students’ research skills while simultaneously constructing their professional and academic selves. These situated mentorships were shaped by the diverse values, expectations, and hopes that the participants associated with mentoring. Additionally, the local practices, power structures, and relationships at the department or university level influenced, and possibly discouraged, active communication and ongoing dialogue regarding the individuals’ experience of mentoring. Ultimately, participants described how their experiences of mentoring welcomed them into the scholarly community and ensured their professional competence as researchers and academics, which, in turn, transformed the students’ broader sense of self.
AB - This study, framed by social constructionism, retrospectively examines how faculty mentoring influenced the transformations of 10 female graduate students’ relational selves and their professional identities as qualitative researchers and scholars. Participants reported that effective mentorships often resulted in collaboration on research projects, as well as shared decision- and meaning-making. Effective mentoring also led to the development of the students’ research skills while simultaneously constructing their professional and academic selves. These situated mentorships were shaped by the diverse values, expectations, and hopes that the participants associated with mentoring. Additionally, the local practices, power structures, and relationships at the department or university level influenced, and possibly discouraged, active communication and ongoing dialogue regarding the individuals’ experience of mentoring. Ultimately, participants described how their experiences of mentoring welcomed them into the scholarly community and ensured their professional competence as researchers and academics, which, in turn, transformed the students’ broader sense of self.
UR - http://www.scopus.com/inward/record.url?scp=85029555322&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85029555322&partnerID=8YFLogxK
U2 - 10.1080/13611260600739241
DO - 10.1080/13611260600739241
M3 - Article
AN - SCOPUS:85029555322
SN - 1361-1267
VL - 14
SP - 389
EP - 407
JO - Mentoring and Tutoring: Partnership in Learning
JF - Mentoring and Tutoring: Partnership in Learning
IS - 4
ER -