Christine Bender California State University, San Bernardino Doctoral Candidate

 The purpose of this study is to explore if a female-to-female mentorship program can support women through leadership development and personal success stories; influencing them to be more inclined to pursue leadership opportunities.

 Across the last half century the acceptance of female managers within the workplace has increased, however, negative attitudes toward these female leaders still persist (Elsesser & Lever, 2011).  Harris (2012) found that without feminist ideology being relevant in young women’s lives, they will continue to see it as unnecessary because they believe women have already achieved equality.  Kelly (1955) describes two forms of corollaries (a natural consequence or result) to explain the development of constructs, Commonality Corollary and Sociality Corollary.  Buckenham (1998) discussed a third corollary, the Experience Corollary.

 College women in particular, benefit from mentoring relationships because mentors can increase their visibility, competitive edge, and success in a societal context where women may be overlooked for educational opportunities or advancement (Frestedt, 1995).  Transformational leadership behavior represents the most active and effective form of leadership, as it closely engages followers and motivates them to perform beyond traditional agreements (Camps & Rodríguez, 2011).

 How does a women’s mentorship program impact a first-time female freshman’s viewpoints of their ability to obtain leadership opportunities?  How does a female-to-female mentorship program impact a first-time freshman’s self-awareness and self-esteem?  How does a female-to-female mentorship program impact mentors?

 3 mentees  2 interacted with an individual mentor  2 opted-in to receiving the monthly Women-4- Women Newsletter  1 participated in the group mentoring sessions  3 mentors  All were individual mentors  2 participated in group mentoring sessions

 Ground Theory approach  Glaser and Strauss (1999) state that grounded theory ultimately revolves around five basic ideals of practice: ▪ (1) to enable prediction and explanation of behavior; ▪ (2) to be useful in theoretical advances in sociology; ▪ (3) to be usable in practical applications; ▪ (4) to provide a perspective on behavior; ▪ (5) to guide and provide a style for research on particular areas of behavior. Will interview mentees and mentors on their experience in the mentorship program

 Interviews  The focus of these questions will be on four key areas or categories during the interview session: ▪ Experience in the mentorship program ▪ Current viewpoints on leadership ▪ Leadership involvement ▪ Relationships with other women  Allowing interviews to create a distinction in development of Personal Construct Corollaries ▪ This will also be seen through the 3D Wisdom Scale Assessment

3D Wisdom Scale Dimension Key Points of DimensionPersonal Construct Corollary Key Points of CorollaryConnection Between Dimension and Corollary ReflectiveOne’s ability and willingness to look at phenomena and events from different perspectives. CommonalityOne will employ a construction of experience; find how it is similar to those employed by another person which leads to similar psychological processes being similar in reaction. Both take into account another persons perspective and how it can be applied to their own experiences. CognitiveThe ability and willingness to understand a situation or phenomenon thoroughly; additionally the knowledge of the positive and negative aspects of human nature. SocialityOne-person construes the construction processes of another, and then plays a role in the social processes involving other people. In other words mock the socially accepted behaviors of others. Both take into account the willingness to understand different situations through another persons eyes. AffectiveThe presence of positive emotions and behavior toward others; along with the absence of indifferent or negative emotions and behavior toward others. ExperienceUnderstanding that the construct system is constantly changing, and becoming more complex as one learns more and develops in their environment with related events. Outside observer’s experience have no direct influence on how an individual should self-examine a construct. Both takes into account that reactions to situations can be varying and different even if similar in experience due to emotion.

 Affective = Experience (average: 3.55/5) ▪ Both takes into account that reactions to situations can be varying and different even if similar in experience due to emotion. ▪ High emotional intelligence yet lack of verbal confirmation  Reflective = Commonality (average: 3.41/5) ▪ Both take into account another persons perspective and how it can be applied to their own experiences ▪ Most verbal examples of this skill  Cognitive = Sociality (average: 3.25/5) ▪ Both take into account the willingness to understand different situations through another persons eyes. ▪ Least amount of development, observed more by mentors

 Increase in Self-Esteem and Self-Confidence ▪ Increase in both mentees and mentors ▪ “I was really shy but now I see life in like, in like a different perspective.” – Participant 1 ▪ (when referring to the women in the group mentor sessions) “I have earned this seat at the table.” – Mentor 2  Involvement in Leadership Opportunities ▪ “I am going to be starting a club now for women on campus.” – Participant 3  General Development ▪ Increase in both mentees and mentors ▪ (when referring to finding an advisor) “I don’t know if she would be able to dedicate a lot of time.” – Participant 3 ▪ “I knew that a little bit but I didn’t know that was one of my biggest strengths.” – Mentor 1  Gender Realization ▪ “Sometimes I struggle with like being a woman and having it all. ” – Participant 3

 Through proper mentorship a first-time female freshman’s self-esteem and willingness to take on leadership opportunities will increase. ▪ Developed a perspective that even if they were to “fail” at something, this was not a means to give up, but rather to learn from the experience and try again. ▪ Mentorship pushes first-time female freshman to step out of their comfort zone and into different forms of leadership. ▪ Development of 3D Wisdom Scale dimensions which translate to Personal Construct theory corollaries. ▪ Development of mentor skills.

 “Train” all mentors prior to beginning mentoring. ▪ Put all mentors on the same level, create potentially same experience for each mentee  Have mentees take 3D wisdom scale assessment during first session ▪ Will direct where growth needs to take place  Provide development for mentors just as one does for the mentees ▪ Allows for them to better serve the mentee in their development

Don’t compromise yourself. You are all you’ve got. There is no yesterday, no tomorrow, it’s all the same day.” - Janis Joplin