Mentoring has become a hot topic lately in education, academia and the corporate world, and mentoring programs seem to have become a popular cure for low retention rates and falling employee or student morale. Common beliefs and misconceptions about mentoring will be examined, including the confusion between the terms mentor, advisor and supervisor. In addition, the benefits and objectives of mentoring will be explored from the perspectives of both the mentor and the mentee. The majority of the presentation will focus on mentoring programs for women in science and engineering, starting with the various types of mentoring partnerships that exist and the need for these relationships. Personal experiences will be shared which will highlight the problems facing women in science and engineering and the ways that mentoring can help women in these disciplines to overcome the obstacles or challenges facing them.
Mentoring women in science and engineering can have many positive effects. Programs run in high schools, universities and companies across the country offer anecdotal evidence to support this. In some respects the mentoring program run by the Center for Women in Science and Engineering (WISE) at the University of Washington is indicative of these programs. In one very important regard Washington's program is unique. WISE has conducted a longitudinal study which tracks women in science and engineering throughout their academic career. This means that the University of Washington can quantify the effects of its programs in terms of retention rates and student attitudes about science and engineering. This data and its implications for future research and programs will be examined.
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In the science, mathematics, and engineering fields (SME), women and minorities, despite fifteen years of affirmative action policies, continue to be an under represented group. Some of the studies that we have chosen show evidence of a correlation between a multitude of variables, which are impacting the under-representation of women and minorities in SME.
One societal perception that is inhibiting minorities' and women's access, entrance, and success in SME fields is the stereotype of the scientist. The Caucasian, masculine, nerdy, anti-social, image of the traditional scientist, is pervasive throughout our society, and can have a damaging affect upon student interests and aspirations. Other elements present in both society and culture act together to create "micro-inequities" that contribute to the low percentage of women and minorities in SME. These factors may include Socio-Economic Status, race/class differences, and student/parent expectations. Due to the fact that these are correlation and not causation factors, it may be difficult to isolate and analyze them individually, thus making it problematic to implement change.
All of the variables mentioned above (stereotypes, societal/cultural micro-inequities) compound, creating barriers that limit women and minorities' access to professions in SME. This restricted access results in the low numbers of women and minorities in SME that are found today.
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