Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students’ Perspectives

Abstract

There is limited research on quantitative differences between men and women’s experiences in doctoral programs. We aim to fill that gap by sharing findings from a web-based exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited statistical significance in terms of gender differences in programmatic supports and scholarly progress. However, women experience feelings of self-doubt due to negative experiences with advising and mentoring, including difficulties making connections to a quality mentor. Furthermore, both female and male participants shared common definitions of what constitutes quality mentorship and believed mentorship was important, but lacking in varying degrees. Finally, all participants agreed that their educational leadership preparation programs should provide additional support in terms of writing and research development. Participants also shared important recommendations for strengthening mentoring experiences as well as future research methods and foci.

Keywords:

• gender
• doctoral students
• educational leadership
• exploratory survey

Notes

1. The David L. Clark National Graduate Student Research Seminar in Educational Administration & Policy, sponsored by the UCEA, Divisions A and L of the AERA, and SAGE Publications, brings emerging educational administration and policy scholars and noted researchers together for two days of presentations, generative discussion, and professional growth. Many of the graduates of this seminar are now faculty members at major research institutions across the globe.

2. The William L. Boyd National Educational Politics Workshop offers accessing to scholarly presentations at AERA, research and service awards, mentoring and networking opportunities for beginning faculty and graduate students, networking opportunities at national conferences.

3. The Barbara L. Jackson Scholars Network provides formal networking, mentoring and professional development for graduate students of color who intend to become professors of educational leadership. Through this effort, UCEA has facilitated the development of a robust pipeline of faculty and graduate students of color in the field of educational leadership, and, in turn, Barbara Jackson Scholars and Alumni have enhanced the field of educational leadership and UCEA with their scholarship and expertise.