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Journal of Women and Minorities in Science and Engineering

Published 6 issues per year

ISSN Print: 1072-8325

ISSN Online: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

Indexed in

A MENTORING PROGRAM FOR FEMALE AND MINORITY FACULTY MEMBERS IN THE SCIENCES AND ENGINEERING: EFFECTIVENESS AND STATUS AFTER 9 YEARS

Volume 9, Issue 3&4, 2003, 14 pages
DOI: 10.1615/JWomenMinorScienEng.v9.i34.40
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ABSTRACT

A mentoring program for tenure-track female and minority faculty members was established at Kansas State University (K-State) in 1993 with funds for 4 years from the Alfred P. Sloan Foundation. In 1998, K-State committed itself to continuing the program. Funds are currently provided for five tenure-track faculty members per year at up to $6,000 each. Eligibility is limited to those who have not yet obtained significant extramural research funding. Each recipient works with a tenured mentor who provides advice on establishing oneself in a chosen research discipline. Recipients may use program funds in a variety of ways. The program’s effectiveness is shown by several outcomes, including extramural funding success, tenure and retention, and anecdotal evidence from award recipients regarding the positive effects of the program on their professional development. The authors discuss the limitations of the program and problems that remain, together with strategies for dealing with them. They also discuss longer term outcomes that will continue to be monitored.

CITED BY
  1. Wasburn Mara H., Mentoring women faculty: an instrumental case study of strategic collaboration, Mentoring & Tutoring: Partnership in Learning, 15, 1, 2007. Crossref

Forthcoming Articles

Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs Meseret Hailu, Neelakshi Rajeev Tewari, Brooke Coley Underrepresented Students Pursuing Mathematics-Intensive Degrees: Changes after Transitioning to College Alison Marzocchi What do STEM Clubs do? The Effect of College Club Participation on Career Confidence and Gender Inclusion Guillermo Dominguez Garcia, Jennifer Glass Validating Practices and Messages that Promote Women’s Engineering Classroom Belongingness: An Intersectional Approach Dina Verdin, A Lili Castillo Examining the Role of Institutional Support on International Doctoral Women’s STEM Persistence and Mental Health Aisha Farra, Aashika Anantharaman, Sarah Swanson, Kerrie Wilkins-Yel, Jennifer Bekki, Nedim Yel, Ashley Randall, Bianca Bernstein Searching for safe space: Student veterans’ uneven pathways to STEM careers by race Brittany Hunt, Jae Hoon Lim Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students’ Perceptions Reuben May, Christine Stanley, America Soto-Arzat, Jennifer Ackerman PSYCHOLOGICAL SAFETY AND TEAM MEMBER EFFECTIVENESS OF MINORITIZED STUDENTS IN ENGINEERING EDUCATION Behzad Beigpourian, Matthew Ohland Perceptions of Department Chair Roles and Responsibilities in Career Progression and Success of Women STEM Faculty Stephanie Jones, Patricia Ryan Pal “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition Jerry Yang, Joseph Towles, Sheri Sheppard, Sara Atwood “I Want to Make an Impact”: The Science Identity and Career Goals of Black and Latinx Science and Engineering Postdoctoral Scholars Sylvia Mendez, Kathryn Watson, Kathryn Starkey, Valerie Conley Care Work, Science Brokering, and Career Motivations: How Hispanic/Latinx Young Adults in STEM Express Social Agency during the COVID-19 Pandemic Angela Frederick, Angelica Monarrez, Danielle Morales Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment Cynthia Villarreal, Julie Posselt, Theresa Hernandez, Alexander Rudolph
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