Abstract
Mentoring constructs which effect the successful attainment of career goals for doctoral students in colleges of education have not been identified in the literature. The purpose of this study was to produce information useful in the identification of mentoring constructs. An additional objective of the study was to review current research literature on mentoring relationships and mentoring functions. The study was a research project based on the review of selected research literature related to functions, relationships, composition, success, and formality of adult mentors and proteges. An instrument was developed which was sent to Spring 1991 doctoral degree recipients from colleges of education in the South Central Holmes Group Universities. The data were analyzed with a focus on the relation between importance of constructs and interpreted success toward reaching career goals, as reported by proteges. Findings included: (1) eleven mentoring constructs were identified as important to both the protege and mentor toward the successful attainment of career goals, of which seven were psychosocial in nature and four were career oriented in nature; (2) twenty-eight mentoring constructs were identified as important in successful informal mentoring relationships while one mentoring construct was identified as important in successful formal mentoring relationships; (3) more important mentoring constructs were identified in formal homogeneous female-protege/female-mentor dyads, and (4) mentoring constructs identified as important are generally the same for both female and male proteges. It was concluded that those eleven mentoring constructs identified as important toward the attainment of career goals should be utilized as a focus for mentors in the development of informal mentoring relationships with doctoral students in colleges of education. It is recommended that further research be conducted in areas which differentiate formal mentoring programs and informal mentoring relationships, as well as organizational and environmental factors affecting traditional mentoring in male/female dominated fields and organizations.
Weis, Jennifer Dayle Hranitzky (1992). Identification of mentoring constructs which are related to the attainment of career goals of recent doctoral degree recipients in education. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -1375223.