Mentoring Minority and Female Students: Recommendations for Improving Mentoring in Public Administration and Public Affairs Programs

Abstract

Significant amounts of research have suggested how important mentoring is to success in academic careers. Studies have also explored the unique issues that arise for women and minorities in mentoring situations (Chandler, 1996). This study utilizes Kram’s (1988) mentoring functions as a framework for analyzing mentoring relationships for minority and female doctoral students in public administration and public affairs programs. It also adds to the empirical evidence of the importance of mentors for women and minorities pursuing academic careers and the unique situations they face. Survey data is collected from current high-performing women and minority students who are preparing for research careers in academia. Survey responses are supplemented with notes of interviews between students and mentor program coordinators. After an analysis of the surveys and transcripts from women and minority students currently in mentoring relationships, suggestions are provided for how public administration and public affairs schools can use this information to improve the retention and success of minority and female doctoral students pursuing academic careers in our discipline.