Mentoring for women starting a PhD: a “free zone” into academic identity

Abstract

Purpose – Despite increasing numbers of women attaining higher levels in academic degrees, gender disparities remain in higher education and among university faculty. Authors have posited that this may stem from inadequate academic identity development of women at the doctoral level. While gender differences may be explained by multiple and variable factors, mentoring has been proposed as a viable means to promote academic identity development and address these gender gaps. A “StartingDoc program” was launched and supported by four universities in French-speaking Switzerland. The purpose of this paper is to report the experience of one of the six “many-to-one” mentoring groups involved in the StartingDoc program in 2012-2013. Design/methodology/approach – This study is based on the description of a group experience within a university-based mentoring scheme offered to women entering in their PhD program in French-speaking Switzerland. It is examined using a qualitative, narrative case study design. Findings – Themes from the narrative analysis included the four dimensions of the Clutterbuck model of mentoring (guiding, coaching, counselling, networking), as well as an additional five emerging themes: first expectations, process, sharing, building identity, and unmet expectations. The qualitative analyses suggest that mentoring can be an effective tool in supporting professional identity development among female doctoral students. However, further work is needed to elucidate t…