The Impact of Faculty Mentorship on Leadership Self-Efficacy: The Role of Gender and First-Generation Status

• In Event: Roundtable Session 3
  In Roundtable Session: The Importance of Relationships and College Knowledge for First-Generation College Students

Abstract

This paper examines leadership self-efficacy (LSE) outcomes for women and first-generation college students. Specifically, I examine the role faculty mentorship plays in predicting LSE and how the role of faculty mentorship might differentially impact women, first-generation college students, and, more specifically, first-generation college women. This study utilizes a longitudinal matched sample of the 2009 Freshman Survey and the 2013 College Senior Survey from the Cooperative Institutional Research Program (CIRP). Results indicate that faculty mentorship does modestly predict LSE outcomes for all college students. Examination of conditional effects reveal that faculty mentorship does not differentially predict LSE for first-generation students, but is actually a less strong predictor of LSE for women. These results and others are reviewed in this paper.

Author

• Jennifer M Blaney, University of California - Los Angeles