This study investigated the effects of gender similarity, perceived similarity, and relationship type (formal versus informal) within faculty-faculty mentoring dyads on various mentoring outcomes from the mentee’s perspective. My sample consisted of 45 tenure-track STEM and Social Science faculty from the Dayton region.
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1. The Importance of Perceived Similarity Within
Faculty-Faculty Mentoring Dyads
Emily Polander
Wright State University
2. Acknowledgements
Dr. Tamera Schneider
Drs. Kevin Bennett, Nathan Bowling, & David Goldstein
Michelle Moore & Becky Riffle
3. Overview
![Masters Thesis[1]](https://img.pdfslide.net/doc/110x75/5434f4fb219acd5e1a8b5b85/masters-thesis1.jpg)
