Professional Development Relationships for Counselor Educators: the Relationship between Ethnic Identity, Advocacy, Empowerment and Cultural Empathy on Faculty Mentoring Alliances

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Rorrer, A. (2009). Professional Development Relationships for Counselor Educators: the Relationship between Ethnic Identity, Advocacy, Empowerment and Cultural Empathy on Faculty Mentoring Alliances. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

ABSTRACTMentoring programs are viewed as effective recruiting and retention tools that orient faculty members into the professoriate and provide opportunities to integrate cultural diversity into university ideology. However, empirical research about faculty mentoring is sparse, and disparate findings exist regarding the benefits and barriers of cross-cultural and homogenous mentoring relationships. This study describes mentoring relationships among a national sample of 226 counselor education faculty. Multiple regression and multivariate analysis of variance were employed to examine the relationships between working alliance and ethnic identity, advocacy, empowerment, and cultural empathy among cross-cultural and homogenous mentoring relationships. Strong positive relationships were found between the predictor variables of advocacy, empowerment, and cultural empathy and the outcome variable of working alliance, accounting for over half of the variance. Ethnic identity predicted the working alliance accounting for an additional 1% of variance. Significant differences were found between cross-cultural and homogenous mentor types. Ethnic identity was significantly higher among cross-cultural mentor relationships than for homogenous mentor relationships; however, the variance accounted for was slight. This paper describes the background for the study, methodology, and results. Implications are discussed along with future research directions.

Details
Author

Rorrer, Audrey

Title

Professional Development Relationships for Counselor Educators: the Relationship between Ethnic Identity, Advocacy, Empowerment and Cultural Empathy on Faculty Mentoring Alliances

Physical Description

1 online resource (155 pages) : PDF

Date

2009

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

ABSTRACTMentoring programs are viewed as effective recruiting and retention tools that orient faculty members into the professoriate and provide opportunities to integrate cultural diversity into university ideology. However, empirical research about faculty mentoring is sparse, and disparate findings exist regarding the benefits and barriers of cross-cultural and homogenous mentoring relationships. This study describes mentoring relationships among a national sample of 226 counselor education faculty. Multiple regression and multivariate analysis of variance were employed to examine the relationships between working alliance and ethnic identity, advocacy, empowerment, and cultural empathy among cross-cultural and homogenous mentoring relationships. Strong positive relationships were found between the predictor variables of advocacy, empowerment, and cultural empathy and the outcome variable of working alliance, accounting for over half of the variance. Ethnic identity predicted the working alliance accounting for an additional 1% of variance. Significant differences were found between cross-cultural and homogenous mentor types. Ethnic identity was significantly higher among cross-cultural mentor relationships than for homogenous mentor relationships; however, the variance accounted for was slight. This paper describes the background for the study, methodology, and results. Implications are discussed along with future research directions.

Genre

doctoral dissertations

Subjects--Topics

Counseling psychology
Educational leadership
Psychology, Industrial

Degree

Ph.D.

Keywords

Counselor Education
Cross-Cultural Relationships
Faculty Development
Mentoring

Subject Area

Counseling

Advisor(s)

Culbreth, John

Committee Members

Furr, Susan
Abrams, Lyndon
Flowers, Claudia
Buch, Kim

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2009.

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Rights Holder Information

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Identifier

Rorrer_uncc_0694D_10068

Permalink

http://hdl.handle.net/20.500.13093/etd:488