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 language | English (US) |
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Pages (from-to) | 682-710 |
Number of pages | 29 |
Journal | Qualitative Report |
Volume | 16 |
Issue number | 3 |
State | Published - May 2011 |
Externally published | Yes |
Keywords
- Academic Mentoring
- Discourse Analysis
- Female Doctoral Students
- Qualitative Research
- Social Constructionism
ASJC Scopus subject areas
- Social Psychology
- Cultural Studies
- Education