The Female‐Responsive Mentoring Model: A Constructivist Grounded Theory.
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| Title: | The Female‐Responsive Mentoring Model: A Constructivist Grounded Theory. |
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| Authors: | Cavanaugh, Kellin (AUTHOR), Luke, Melissa M. (AUTHOR) |
| Source: | Counselor Education & Supervision. Sep2025, Vol. 64 Issue 3, p366-376. 11p. |
| Subjects: | Mentoring, Counselor educators, Grounded theory, Educators, Feminism |
| Abstract: | Researchers used constructivist grounded theory within a feminist standpoint theory framework to examine female counselor educators' (n = 15) mentorship experiences throughout their academic careers. Findings yielded a feminist, process‐centered model for mentoring female counselor educators (FRMM) that emphasizes relational and holistic development while navigating academic systems. The FRMM focuses on the efficacy of mentorship processes, rather than just on the context of female identity. Findings and implications are discussed considering the current literature. [ABSTRACT FROM AUTHOR] |
| Copyright of Counselor Education & Supervision is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Researchers used constructivist grounded theory within a feminist standpoint theory framework to examine female counselor educators' (n = 15) mentorship experiences throughout their academic careers. Findings yielded a feminist, process‐centered model for mentoring female counselor educators (FRMM) that emphasizes relational and holistic development while navigating academic systems. The FRMM focuses on the efficacy of mentorship processes, rather than just on the context of female identity. Findings and implications are discussed considering the current literature. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00110035 |
| DOI: | 10.1002/ceas.12342 |
