Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations Among Doctoral Students
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We know little about the role of faculty mentoring in the development of interest in pursuing an academic career among doctoral students. Drawing on Social Cognitive Career Theory, this study examined the relationships between different kinds of mentoring (instrumental, psychosocial, and sponsorship) and academic career self-efficacy, interests, and goals. Analyses controlled for race, gender, field, and candidacy status. Psychosocial and instrumental mentoring predicted feelings of self-efficacy in one’s ability to pursue an academic career, and exerted significant indirect effects through that self-efficacy, on students’ interest in such a career. Race-gender comparisons indicated that sponsorship was not an important predictor for non-URM men, in contrast to the other groups.
KeywordsMentoring Sponsorship Career choice Self-efficacy Academic success
The authors would like to give special thanks to Giselle Kolenic at the UM Center for Statistical Consultation and Research for her advice on the analyses.
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