Give it your all or hardly give? The role of mentors' beliefs about protégé advancement potential and gender in mentoring relationships

Bibliographic Data

ID21285135
AuthorsBelle Rose Ragins (University of Wisconsin–Milwaukee, corresponding author), Changya Hu (0000-0002-7051-0458, National Chengchi University), Sheng Wang (0000-0002-0369-7611, University of Nevada, Las Vegas), Jui‐Chieh Huang (0000-0001-8334-3348, National Taipei University of Business), Jui-Chieh Huang
Year2024
Volume155
Pages104062
Publication date2024-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Vocational Behavior (JOURNAL)
Journal identifiersISSN: 0001-8791 • E-ISSN: 1095-9084
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.jvb.2024.104062
OpenAlexW4403968564
LanguageEN
Citations received1
References cited77

Our research challenges assumptions about equity in formal mentoring programs. Drawing on mentoring schema and diversified mentoring theory, we theorized that mentors' beliefs about their protégés' advancement potential predict the career support they provide and the quality of their relationship, and that these effects vary by gender. Using matched-pair designs, we tested our model in two field studies of mentors and their protégés (total n = 355 dyads). Supporting theoretical predictions, mentors showed less interest in their protégés' careers, provided less career guidance, experienced less respect, and were less satisfied with their relationship when they believed their protégé had low advancement potential. Protégés also experienced less respect in their relationship when their mentor perceived them as lacking potential. Gender played a nuanced role. While mentors saw female and male protégés as having equivalent advancement potential, female protégés were seen as having less potential and experienced less respect when assigned a male rather than a female mentor. Additionally, male mentors felt more respected in their relationship when they believed their assigned protégé had high potential. Our findings challenge assumptions about the career support and respect provided in mentoring programs, offer insights about the nuanced effects of gender, and call for interventions that help organizations fulfill the promise of mentoring. • Mentors' beliefs about their protégés' advancement potential impacted the effectiveness and quality of their relationships. • Mentors showed less interest and provided less career guidance to protégés' viewed as lacking potential. • Protégés felt less respected when their mentor perceived them as lacking potential. • Female protégés were seen as having less potential and felt less respected when assigned a male rather than female mentor. • Male mentors gave more career support and felt more respected when they believed their assigned protégé had high potential

Career development · Medical education · Protégé · Career Development and Diversity · Medicine · Mentoring and Academic Development · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology

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