Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students’ Perspectives

Anjalé D. Welton, Katherine Cumings Mansfield, Pei Ling Lee

Research output: Contribution to journalArticlepeer-review


There is limited research on quantitative differences between men and women’s experiences in doctoral programs. We aim to fill that gap by sharing findings from a web-based exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited statistical significance in terms of gender differences in programmatic supports and scholarly progress. However, women experience feelings of self-doubt due to negative experiences with advising and mentoring, including difficulties making connections to a quality mentor. Furthermore, both female and male participants shared common definitions of what constitutes quality mentorship and believed mentorship was important, but lacking in varying degrees. Finally, all participants agreed that their educational leadership preparation programs should provide additional support in terms of writing and research development. Participants also shared important recommendations for strengthening mentoring experiences as well as future research methods and foci.

Original languageEnglish (US)
Pages (from-to)481-509
Number of pages29
JournalMentoring and Tutoring: Partnership in Learning
Issue number5
StatePublished - Oct 20 2014


  • doctoral students
  • educational leadership
  • exploratory survey
  • gender

ASJC Scopus subject areas

  • Education


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