National Differences in Effects of Perceived Workplace Discrimination on the Mentoring Relationships of Gay and Lesbian Protégés
Bibliographic record
Abstract
ABSTRACT The objective of this paper was to the mentoring relationships of gay and lesbian proteges and the effects workplace discrimination on the basis of sexual orientation (hereafter perceived workplace discrimination) may have on the relationships. Perceived workplace discrimination was found to be an obstacle to obtaining a mentor in the United States but not in Canada. The amount of psychosocial support received by proteges was found to be affected by an interaction of perceived discrimination and nationality. Mentors in the United States were reported to provide less psychosocial support and Canadian mentors more. INTRODUCTION Gay men and lesbians, at 4 -17 percent of the workforce, are a larger group than many other minorities (Gonsiorek & Weinrich, 1991) yet there is very little research on gay and lesbian issues in the workplace. This study examines the effects of perceived workplace discrimination on the likelihood of the formation of informal mentoring relationships of gay and lesbian proteges and on the amount of psychosocial support reported by those in mentoring relationships. It is hypothesized that perceived workplace discrimination acts as a barrier to gaining informal mentoring relationships for gay and lesbian employees. It is also hypothesized that perceived workplace discrimination will be associated with a decrease in the amount of psychosocial support in mentoring relationships heterogeneous with respect to sexual orientation and that it will be associated with an increase the psychosocial support in mentoring relationships homogeneous with respect to sexual orientation. Mentoring Mentoring is defined as a senior person guiding a junior person in an organization and aiding in the junior person's development. Mentors usually have more advanced experience and knowledge (Kram, 1985) and occupy higher power positions (Ragins, 1997) than their proteges. The value of mentoring experiences for proteges has been widely studied since Kram' s seminal work two decades ago (e.g. Kram, 1983; 1985). Mentoring relationships serve two functions: career functions and psychosocial functions (Kram, 1983). The career functions are elements of the mentoring relationship that assist the protege in preparation for career advancement. These functions include providing sponsorship, coaching, protection, exposure, and challenging work to the protege. The psychosocial functions assist in the protege's development of a sense of competence, sense of identity, and work-role effectiveness through role modeling, counseling, acceptance and confirmation, and friendship. A heterogeneous mentoring relationship involves a mentor and a protege who do not share the same group memberships associated with power differences in organizations (Ragins, 1995). Largely because of sex and race stratification within organizations, majority members are more likely to be in homogeneous mentoring relationships with other majority members and minorities in heterogeneous mentoring relationships (Dreher & Cox, 1996; Thomas, 1990). Dreher and Cox (1996) and Thomas (1990) examined mentoring relationships that are heterogeneous with respect to sex and/or race. Empirical research indicates that perceived or actual mentor-protege similarity is positively related to the amount of mentoring received (Burke, McKeen & McKenna, 1993; Dreher & Dougherty, 1997; Ensher & Murphy, 1997; Ragins & Cotton, 1999; Thomas, 1990). This phenomenon is explained by the similarity-attraction paradigm (Byrne, 1971), which suggests that perceived and actual similarity influences the perceptions of shared identity and liking between two individuals. Although Byrne's (1971) original research referred to similarity in attitudes, more recent research has extended these findings to include similarity in demographic characteristics (Tsui & O'Reilly, 1989). Liking, perceived similarity, and psychosocial and career support each contributed significantly to proteges' satisfaction with their mentor; each is an important contributor to a successful mentoring relationship, contributing significant amounts of variance in protege satisfaction (Ensher & Murphy, 1997). …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".