Shore X, Soller B, Mickel N, Wiskur B, Morales D, Dominguez N, Tigges B, Helitzer D, Myers O, Sood A
University of New Mexico-Health Sciences Center, University of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
Chron Mentor Coach. 2023 Nov;7(SI16):445-452.
Scholars have long recognized gender variation in social relationship dynamics. However, how gender shapes developmental networking relationships for career advancement, particularly among university faculty members, is understudied. This area of research is important since women comprise an increasing proportion of faculty and yet report receiving less mentoring and lower career satisfaction, productivity, and advancement than their male counterparts. This cross-sectional study assessed gender differences in self-reported dimensions of faculty participants' developmental networks by collecting information on relationships with , who are people who have taken concerted action and offered professional and personal guidance to help participants advance in their careers over the past year. The investigators used egocentric network data from an electronically administered Mentoring Network Questionnaire collected from 159 faculty involved in a mentoring intervention during the pandemic. Faculty were from multiple Southwest and Mountain West institutions. Statistical analyses were performed using the Chi-squared test, Wilcoxon rank-sum test, and unadjusted multilevel regression. Female faculty chose developers of lower gender diversity than male faculty (p=0.01). Compared to male faculty, female faculty reported receiving more psychosocial support from individual developers (p=0.03). Female faculty members' developers were more often characterized as and less often described as and than male faculty, based on relative levels of career and psychosocial support that individual developers provided (p<0.001). No gender differences were found in other network characteristics. Female faculty build developmental networks that have different factors compared to male faculty. Greater levels of psychosocial support and fewer allies and sponsors for female faculty may have long-term implications for differential career advancement for women vs. men in academic careers. Strategies to enhance networking should address gender differences and include a structured framework for assessing network gaps.
长期以来，学者们已经认识到社会关系动态中的性别差异。然而，性别如何塑造职业发展的人际网络关系，尤其是在大学教员中，这方面的研究还很少。这一研究领域很重要，因为女性在教员中所占比例越来越大，但据报告，与男性同行相比，她们得到的指导较少，职业满意度、生产力和职业晋升也较低。这项横断面研究通过收集与发展网络成员的关系信息，评估了教员参与者发展网络中自我报告维度的性别差异。发展网络成员是指在过去一年中采取一致行动并提供专业和个人指导以帮助参与者在职业生涯中取得进步的人。研究人员使用了来自电子管理的指导网络问卷的自我中心网络数据，该问卷是从159名在疫情期间参与指导干预的教员中收集的。这些教员来自西南和山区西部的多个机构。使用卡方检验、威尔科克森秩和检验和未调整的多水平回归进行统计分析。与男性教员相比，女性教员选择的发展网络成员的性别多样性较低（p=0.01）。与男性教员相比，女性教员报告从个体发展网络成员那里获得了更多的心理社会支持（p=0.03）。根据个体发展网络成员提供的职业和心理社会支持的相对水平，与男性教员相比，女性教员的发展网络成员更多地被描述为[具体描述1]，而较少被描述为[具体描述2]和[具体描述3]（p<0.001）。在其他网络特征方面未发现性别差异。与男性教员相比，女性教员建立的发展网络具有不同的因素。女性教员获得的更高水平的心理社会支持以及更少的盟友和支持者，可能会对女性和男性在学术生涯中的职业发展差异产生长期影响。加强人际网络建设的策略应解决性别差异问题，并包括一个评估网络差距的结构化框架。
