The Female-Responsive Mentoring Model: A Constructivist Grounded Theory

IF 1.6 Q3 PSYCHOLOGY, APPLIED

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2025-03-20 DOI:10.1002/ceas.12342

Kellin Cavanaugh, Melissa M. Luke

引用次数: 0

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 Image

查看原文本刊更多论文

基于建构主义的女性响应型师徒模式

研究人员在女性主义立场的理论框架下，运用建构主义理论来考察女性咨询教育工作者（n = 15）在其学术生涯中的师徒经历。研究结果产生了一个女权主义的、以过程为中心的指导女性咨询教育工作者（FRMM）的模型，该模型在指导学术体系的同时强调关系和整体发展。FRMM关注的是指导过程的有效性，而不仅仅是女性身份的背景。考虑到目前的文献，讨论了研究结果和影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

COUNSELOR EDUCATION AND SUPERVISION PSYCHOLOGY, APPLIED-

CiteScore

2.40

自引率

38.50%

发文量

期刊介绍： Counselor Education and Supervision is dedicated to publishing manuscripts concerned with research, theory development, or program applications related to counselor education and supervision. It is concerned with the preparation and supervision of counselors in agency or school settings, in colleges and universities or at local, state, or federal levels. This journal is the official publication of the Association for Counselor Education and Supervision (ACES), a member association of the American Counseling Association (ACA).