Myriad potential for mentoring : Understanding the process of transformational change through a gender equality intervention
Autor/in:
Leenders, Joke; Bleijenbergh, Inge L.; van den Brink, Marieke C.L.
Quelle: Gender Work Organ (Gender, Work & Organization), 4 (2019) 2, 139 S
Inhalt: This article contributes to understanding transformational change towards gender equality by examining the transformational change potential of a mentoring programme for women, a type of gender equality intervention both criticized and praised for its ability to bring about change. Drawing upon an empirical case study of a mentoring programme for women academics in a Dutch university, we explore three dimensions of transformational change: organizational members (i) discussing and reflecting upon gendered organizational norms and work practices; (ii) creating new narratives; and (iii) experimenting with new work practices. Our findings indicate five specific conditions that enable transformational change: cross‐mentoring, questioning what is taken for granted, repeating participation and individual stories, facilitating peer support networks and addressing and equipping all participants as change agents. We suggest that these conditions should be taken into account when (re)designing effective organizational gender equality interventions.
Homophily, Biased Attention, and the Gender Gap in Science
Autor/in:
Lerchenmueller, Marc; Hoisl, Karin; Schmallenbach, Leo
Quelle: Proceedings (Academy of Management Proceedings), 2019 (2019) 1
Inhalt: How does homophilous collaboration influence women's early career progress? To answer this question, we turn to a granular dataset of 3,233 highly qualified junior life scientists who receive mentored, early career sponsorship from the National Institutes of Health (NIH) and analyze their publication trajectories as careers unfold. Employing a matched sample approach that exploits variance in the sets of research contacts the junior scientists start out with, we distinguish sex differences in collaboration choices from potential differences in collaboration opportunities. We document that outsized gender homophily among women exists and primarily stems from how female leaders of scientific projects assemble their teams. Women continue same-sex collaborations as lead authors at twice the rate compared to men, on average, and in particular when the mentor is part of the author team or when the focal junior scientist leads the team. As such, systematic gender homophily among female scientists may engender the sponsorship and resources needed to motivate young women to join and pursue an academic career. On the flip side, we show that author teams led by women receive 11% less citations, on average, and up to 29% less citations for work of comparable caliber published in the most influential journals. Taken together, while women's propensity to working with other women may support early career researchers, biased attention to women's work may harm careers and, in particular, women who publish in the highest-impact journals and who would otherwise be poised to narrowing gender gaps at more senior career stages.
Reducing Gender Bias In Modern Workplaces : A Small Wins Approach to Organizational Change
Autor/in:
Correll, Shelley J.
Quelle: Gender & Society, 31 (2017) 6, S 725–750
Inhalt: The accumulation and advancement of gender scholarship over past decades has led us to the point where gender scholars today can leverage our deep understanding of the reproduction of gender inequality to develop and test models of change. In this lecture, I present one such model designed to reduce the negative effects of stereotypic biases on women’s workplace outcomes. After synthesizing the literature on stereotyping and bias and showing the limits of past change efforts, I develop a “small wins” model of change. Key to this model is that researchers work with teams of managers to produce concrete, implementable actions that produce visible results. I argue that small wins motivate further action and are the building blocks to larger organizational transformation. Preliminary results from several case studies show that this approach can produce important changes in the short run, such as reducing gender biases in workplace evaluations, and that these small wins can inspire longer run change, such as increases in the rate of hiring women.
CEWS Kategorie:Mentoring und Training, Studium und Studierende
Dokumenttyp:Zeitschriftenaufsatz
Evaluation of a gender-based violence prevention program for student athletes in Mumbai, India
Autor/in:
Miller, Elizabeth; Das, Madhumita; Tancredi, Daniel J.; McCauley, Heather L.; Virata, Maria Catrina D.; Nettiksimmons, Jasmine; O'Connor, Brian; Ghosh, Sancheeta; Verma, Ravi
Quelle: Journal of interpersonal violence, 29 (2014) 4, S 758–778
Inhalt: Gender-based violence, which includes sexual and intimate partner violence against women, is prevalent worldwide, prompting calls for primary prevention programs which engage men and boys in changing social norms that condone violence against women. Bystander intervention efforts which encourage males to say something to stop peers from enacting disrespectful and abusive behaviors toward females are a promising strategy for promoting non-violent, gender-equitable attitudes and behaviors. An evaluation of "Parivartan"--a U.S. program called "Coaching Boys Into Men" adapted for urban India cricket teams--was conducted in Mumbai, India. Baseline and 12 month follow-up surveys were administered to 309 male cricket athletes aged 10 to 16 years in 46 urban middle schools in Mumbai, India (27 intervention, 19 control). Athletes whose coaches were trained in the program demonstrated greater improvements in gender-equitable attitudes compared to athletes whose coaches provided standard coaching only. Marginally significant improvements were seen in reduction of negative bystander behavior. Violence prevention programs which utilize coaches as positive messengers for respect and non-violence may be a useful addition to global prevention efforts to reduce violence against women.
Gender-based violence, which includes sexual and intimate partner violence against women, is prevalent worldwide, prompting calls for primary prevention programs which engage men and boys in changing social norms that condone violence against women. Bystander intervention efforts which encourage males to say something to stop peers from enacting disrespectful and abusive behaviors toward females are a promising strategy for promoting non-violent, gender-equitable attitudes and behaviors. An evaluation of "Parivartan"--a U.S. program called "Coaching Boys Into Men" adapted for urban India cricket teams--was conducted in Mumbai, India. Baseline and 12 month follow-up surveys were administered to 309 male cricket athletes aged 10 to 16 years in 46 urban middle schools in Mumbai, India (27 intervention, 19 control). Athletes whose coaches were trained in the program demonstrated greater improvements in gender-equitable attitudes compared to athletes whose coaches provided standard coaching only. Marginally significant improvements were seen in reduction of negative bystander behavior. Violence prevention programs which utilize coaches as positive messengers for respect and non-violence may be a useful addition to global prevention efforts to reduce violence against women.
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Gender-based violence, which includes sexual and intimate partner violence against women, is prevalent worldwide, prompting calls for primary prevention programs which engage men and boys in changing social norms that condone violence against women. Bystander intervention efforts which encourage males to say something to stop peers from enacting disrespectful and abusive behaviors toward females are a promising strategy for promoting non-violent, gender-equitable attitudes and behaviors. An evaluation of "Parivartan"--a U.S. program called "Coaching Boys Into Men" adapted for urban India cricket teams--was conducted in Mumbai, India. Baseline and 12 month follow-up surveys were administered to 309 male cricket athletes aged 10 to 16 years in 46 urban middle schools in Mumbai, India (27 intervention, 19 control). Athletes whose coaches were trained in the program demonstrated greater improvements in gender-equitable attitudes compared to athletes whose coaches provided standard coaching only. Marginally significant improvements were seen in reduction of negative bystander behavior. Violence prevention programs which utilize coaches as positive messengers for respect and non-violence may be a useful addition to global prevention efforts to reduce violence against women.
Schlagwörter:adolescent; athletes; bystander interventions; child; Coaching; follow-up studies; gender identity; gender-based violence; Gewalt gegen Frauen; humans; India; interpersonal relations; male; sexual violence; sexuelle Gewalt; students; violence against women; violence/prevention & control
CEWS Kategorie:Bildung und Erziehung, Mentoring und Training, Sexuelle Belästigung und Gewalt
Quelle: Beiträge zur Hochschulforschung, Jg. 36 (2014) H. 3, S. 52-73
Inhalt: "Die Darstellung von Förderprogrammen für Postdocs auf den Homepages von Universitäten, Fachhochschulen und außeruniversitären Forschungseinrichtungen gibt einen Eindruck, wie sich diese zu ihrem potentiellen Nachwuchs verhalten. Der Artikel stellt die Ergebnisse einer solchen Analyse von Homepages dar. Der quantitative Untersuchungsteil zeigt, dass es sich bei den Programmen im Wesentlichen um Informations- oder Finanzierungsangebote handelt. Unter Gender-Gesichtspunkten ist anzumerken, dass es nur wenige Angebote mit explizitem Gender-Schwerpunkt gibt. In der qualitativen Analyse ausgewählter Programmbeschreibungen wird ein Balanceakt offengelegt, der einerseits Geschlecht neutralisiert, andererseits die Bedeutung unterschiedlicher Lebenswirklichkeiten der Geschlechter für die Wissenschaft betont." (Autorenreferat)
Inhalt: "The postdoc phase following the completion of a PhD is a precarious period in most academic careers. The descriptions of postdoc support programs found on the web provide insight into the ways how research organisations and universities address early-career researchers. A quantitative survey finds that most support programs offer information and/or funding options. A few include explicit gender priorities. A qualitative analysis of selected program descriptions reveals a balancing act: On the one side gender is neutralised, on the other side the different living situations of men and women regarding academia is addressed." (author's abstract)
Quelle: Diskurs Kindheits- und Jugendforschung, Jg. 7 (2012) H. 2, S. 161-172
Inhalt: "In Deutschland erzielen Mädchen inzwischen durchschnittlich bessere Schulabschlüsse und weisen zumindest bis in die Hochschule etwas erfolgreichere Bildungsverläufe auf als Jungen. Allerdings scheinen Mädchen und junge Frauen ihre erworbenen Qualifikationen und Kompetenzen beim Übergang in den Arbeitsmarkt nicht so gut nutzen zu können. Ihr Berufswahlspektrum ist deutlich enger und sie wählen eher Berufe mit schlechteren Karrierechancen und geringerer Bezahlung als Jungen. Hier setzen Berufseinstiegsmentorings an, die allerdings meistens beim Übergang von der Hochschule in den Beruf und selten beim Übergang in eine berufliche Ausbildung unterstützen. Genau das ist aber die Zielsetzung des Zweigs 'Ausbildung' im 'Ada-Lovelace- Projekt', in dem es darum geht, Mädchen insbesondere zur Wahl eines Berufs im naturwissenschaftlich-technischen und IT-Bereich zu ermutigen. Besonderheiten, Chancen und Grenzen eines solchen Mentoring-Angebots sollen anhand dieses Beispiels dargestellt und über Ergebnisse zweier durchgeführter Evaluationsstudien soll berichtet werden." (Autorenreferat)
Inhalt: "In Germany, girls achieve better average results in their final school examinations and are more successful than boys in their college and university courses. It appears, however, that girls and young women are unable to take full advantage of their superior educational credentials when entering the job market. Women are faced with a narrower field of career choices and they tend to select occupations with lower salaries and fewer opportunities for career advancement. At the transitional point between college or university and work, job entry mentoring is often used to help people get jobs, but it is rarely used to support the transitions involving occupational training. This article presents the latter type by the example of the 'occupational education' branch of the 'Ada-Lovelace-Project', professional mentoring designed to encourage girls to choose a job in a scientific, technical or IT-related field. Special features, prospects and limitations of this form of mentoring will be described, and accounts of two studies currently in progress will be given." (author's abstract)
Mentoring in der Schule : ein Überblick ; theoretische und praktische Implikationen für Lehrer/-innen und Schüler/-innen im internationalen Vergleich
Titelübersetzung:Mentoring in school - a review : theoretical and practical implications for teachers and students based on an international comparison
Autor/in:
Raufelder, Diana; Ittel, Angela
Quelle: Diskurs Kindheits- und Jugendforschung, Jg. 7 (2012) H. 2, S. 147-160
Inhalt: "Mentoring-Programme im schulischen Kontext sind in Deutschland nach wie vor eher selten, auch wenn sie im Zuge reformatorischer Ansätze der Lehrerbildung mehr und mehr zum Einsatz kommen und auch im Bereich der schulischen Berufsorientierung sich zunehmender Beliebtheit erfreuen. Auch finden wir in der schulischen Praxis vielerorts 'verstecktes' oder informelles Mentoring, zum Beispiel zwischen älteren und jüngeren Lehrerkollegen/-innen, die den Einstieg der Lehranfänger/-innen in den Berufsweg und -alltag begleiten und optimieren sollen. Relativ selten werden standardisierte und strukturierte Programme, die zudem fest in der Schulkultur etabliert sind, genutzt. Im Folgenden werden die Autorinnen verschiedene nationale und internationale Mentoring-Ansätze für Lehrer/-innen und Schüler/-innen vor- bzw. gegenüberstellen und die zentralen Ergebnisse empirischer Untersuchungen zu Mentoring in der Schule zusammenfassend darstellen. Abschließend werden darauf aufbauend mögliche Implikationen für die Förderung einer Mentoring-Kultur an deutschen Schulen diskutiert." (Autorenreferat)
Inhalt: "Although mentoring-programs are still rarely implemented in German schools, the demand to make use of standardized mentoring programs in a school setting is growing. However, there are a number of 'hidden' or informal mentoring processes that can be observed in this setting, for example between new and established teachers with the goal to facilitate the transition into the teaching profession. In the following the authoresses will describe different mentoring approaches for teachers and students, developed in Germany and internationally and will present central empirical results concerning these approaches. Based on these results they will discuss possible implications for the promotion of a mentoring culture in German schools." (author's abstract)
Wie effektiv ist Mentoring? : Ergebnisse von Einzelfall- und Meta-Analysen
Titelübersetzung:How successful is mentoring? : the results from case studies and meta-analyses
Autor/in:
Stöger, Heidrun; Ziegler, Albert
Quelle: Diskurs Kindheits- und Jugendforschung, Jg. 7 (2012) H. 2, S. 131-146
Inhalt: "Mentoring gilt als eine Fördermethode, die vielfältige positive Entwicklungsmöglichkeiten eröffnet. Die Literaturlage ist jedoch widersprüchlich: Berichten über extrem wirkungsstarkes Mentoring stehen die Resultate von Meta-Analysen gegenüber, die Mentoringprogrammen nur geringe bis niedrige Förderwirkungen attestieren. In diesem Beitrag wird versucht, diese Widersprüchlichkeit aufzulösen. Es werden sowohl Fallstudien als auch die verfügbaren Meta-Analysen mit der doppelten Zielsetzung untersucht: 1) die hohe Streuung der Effektstärken aufzuklären und 2) Charakteristika eines erfolgreichen Mentoring zu identifizieren. Der Beitrag schließt mit einer Liste praktischer Empfehlungen zur Gestaltung von Mentoringprogrammen." (Autorenreferat)
Inhalt: "Mentoring is a method of individualized support and encouragement which has been shown to open up numerous developmental opportunities, although extant research on the practice presents contradictory interpretations. Accounts of highly effective mentoring programs from individual studies are contradicted by the results of meta-analyses, which have attested to the marginal efficacy of such programs. This article attempts to identify the reasons for these seemingly contradictory results and thereby establish a critical perspective from which ostensibly disparate results may be comparatively re-examined to uncover hitherto overlooked corroborative evidence. The examination of relevant case studies and meta-analyses will be focused on the accomplishment of two objectives: 1) to find explanations for the high dispersion of effect sizes described in various studies and 2) to identify characteristics indicative of successful mentoring efforts. The article will conclude with a summary of practical recommendations on how best to design mentoring programs." (author's abstract)
Mentoring leistungsstarker Schülerinnen und Schüler
Titelübersetzung:Mentoring of high-capacity students
Autor/in:
Grassinger, Robert
Quelle: Diskurs Kindheits- und Jugendforschung, Jg. 7 (2012) H. 2, S. 173-182
Inhalt: "Mentoring scheint entscheidend dazu beizutragen, dass leistungsstarke Schülerinnen und Schüler in einem Fachgebiet Expertise erwerben. Basierend auf einer Skizzierung der Entwicklung von Expertise und einer Charakterisierung leistungsstarker Schülerinnen und Schüler wird die Rolle von Mentoring als Förderinstrument diskutiert. Hierbei unterstreichen theoretische Überlegungen den hohen Stellenwert von Mentoring für die Förderung einer Expertiseentwicklung, sofern Mentorinnen und Mentoren auch über pädagogische und beraterische Kompetenzen verfügen. Als Konsequenz sind Implikationen für die Entwicklung theoretischer Modelle für Mentoring leistungsstarker Schülerinnen und Schüler sowie für die praktische Umsetzung dieser Fördermaßnahmen formuliert." (Autorenreferat)
Inhalt: "There is empirical evidence that mentoring plays a crucial role in the development of expertise in one domain. In this article, the role of mentoring in the development of expertise will be discussed from a theoretical point of view. Theoretical consideration has highlighted mentoring as an important pedagogical instrument for fostering the development of expertise in one domain when mentors also have competency in education and counseling. The implications raised by these formulations have consequences for the construction of theoretical models for mentoring high-achieving students, and for the implementation of these models in practice." (author's abstract)