Abstract
This chapter will highlight findings from a feminist grounded theory study that explored the nature of the cross-age mentoring relationship between female faculty mentors and their female doctoral student mentees. Specifically, the following will illuminate how age influenced power dynamics within their mentoring relationships as the mentors were younger than their mentees. The findings of this study support the notion that (1) perhaps younger female faculty mentors at the doctoral level are not so uncommon after all but more so understudied and (2) the influence of traditional conceptualization of age and mentoring potentially can affect student-faculty relationship. The chapter concludes with future considerations for exploration age and practices of mentoring in doctoral education.
| Original language | English |
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| Title of host publication | Mentoring in formal and informal contexts |
| State | Published - 2016 |