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Women in Science, Technology, Engineering, and Math (W-STEM) W-STEM Mentoring Program Kick-Off Carrie Menke Fernanda Santos W-STEM steering committee
W-STEM Mentoring Program Agenda 5 minutes Welcome 10 minutes Discussing a characteristic of an effective mentoring practice 15 – 20 minutes Connecting research with experience 30 – 40 minutes Determining what you want out of your mentor relationship 20 – 30 minutes Connecting mentors and protégés 5 minutes Closing announcements
W-STEM Mentoring Program Goals Discuss added importance and benefits of mentoring relationships for gender minorities in STEM. Describe the characteristics of effective mentoring relationships. Identify your goals and expectations for your mentoring relationship. Connect mentors and protégés based on feedback from survey.
W-STEM Mentoring Program Benefits of mentoring[1 -5] Protégé benefits More career advancement Higher compensation Mentor benefits Expanded network of colleagues (current and future) The very act of mentoring may serve to effect their own transformation Everyone Retention in STEM fields Increased job satisfaction Support for work-life balance
W-STEM Mentoring Program Connecting research with experience Research: Traditional STEM environments align with male socialization characteristics that may make women feel more out of place.  Experience: Female Motivation Encouragement Challenge Group Interaction Integrated Separated Task Engagement Collaborative Competitive Vision of Success Group affiliation Individual achievement Table 1. Outcomes of female and male socializations on characteristics and goals (adapted)
W-STEM Mentoring Program Connecting research with experience Research: Distributed mentorship.  “Mentors of both senior and junior colleagues, people inside and outside your field, via electronic media as well as personal connections” Experience:
W-STEM Mentoring Program Connecting research with experience Research: Peer Mentoring[1, 4] “simultaneously builds community and de- emphasizes seniority and hierarchy…may embody a more feminist construct for promoting women in academia” Experience:
W-STEM Mentoring Program What do we mean by mentoring A mentor helps his or her mentee set goals and standards and to develop the skills necessary to succeed. It is an intentional process that is supportive, nurturing, and protective, providing orchestrated or structured experiences to facilitate growth. A mentor provides constructive criticism yet allows room for risk and failure. Through sponsorship and recognition, a mentor supports the growth and development of the mentee and bears in mind the mentee’s long-term career goals.
W-STEM Mentoring Program Mentor Functions Career development functions 1. 2. 3. 4. 5. Sponsorship Coaching Protection Challenging assignments Exposure Psychosocial 1. 2. 3. 4. Acceptance Counseling Colleagueship Role Modeling What do you want out of your mentor relationship?
W-STEM Mentoring Program Mentor Connection Introductions Discussion of goals, do they align? Plans for future meetings
W-STEM Mentoring Program Closing Upcoming event in November: to be announced December: holiday party and panel on the “Academic job search for Women in STEM”
W-STEM Mentoring Program 10 Myths about Mentoring 1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Having a mentor is the best way to succeed. Mentors should be older than protégés. A close, intense relationship is the best primary way to learn about one’s profession and to move up the ladder. Mentoring relationships must be long-lasting to be truly useful. A person can have only one mentor at a time. Mentoring is a one-way relationship, benefitting only the protégé. Protégé’s must be invited to be mentored by the mentor. When mentor women, a sexual encounter is inevitable. Men are better mentors for women. The mentor always knows best.
W-STEM Mentoring Program References 1. 2. 3. 4. 5. D. J. Dean, Getting the Most Out of Your Mentoring Relationships: A Handbook for Women in STEM Humanities, Social Science and Law, Volume 3 of Mentoring in Academia and Industry (Springer, 2009), p. 186. N. C. Chesler and M. A. Chesler, Gender-Informed Mentoring Strategies for Women Engineering Scholars: On Establishing a Caring Community, (2002). Gilligan, C. , In a Different Voice: Psychological Theory and Women’s Development, Harvard University Press, Cambridge, MA, 1982. Chandler, C. , “Mentoring and Women in Academia: Reevaluating the Traditional Model, ” NWSA Journal, vol. 8, 1996. J. E. Girves, Y. Zepeda and J. K. Gwathmey, Mentoring in a Post-Affirmative Action World, Journal of Social Issues. 61, 449 -479 (2005).