Abstract
This study investigated factors important in the establishment of same-gender student-faculty role-model relationships. Subjects were 33 females and 24 male graduate students enrolled in the same academic department who responded anonymously to scales assessing four characteristics of the role model (personal attributes, life-style and values, power and influence, and professional achievement), three parallel areas of perceived similarity between student and role model (personality, attitudes and values, and professional goals), and students' self-esteem and achievement orientation. As predicted, female students rated the role-model relationship as more important to their professional development than did male students and rated the model's personal attributes and the model's life-style and values as more important in selecting a role model. Consistent with recent theoretical views, female and male students rated both the professional skills and the personal characteristics of the faculty role model as important in establishing the role-model relationship. These findings are interpreted within a framework that considers the continuing effect of belief systems about women's and men's roles on the professional development of women.
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Gilbert, L.A. Dimensions of same-gender student-faculty role-model relationships. Sex Roles 12, 111–123 (1985). https://doi.org/10.1007/BF00288041
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DOI: https://doi.org/10.1007/BF00288041