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UNITED STATES DEPARTMENT OF LABOR

Reducing child labour in Panama: An impact evaluation (Andisha et al. 2014)

Reducing child labour in Panama: An impact evaluation (Andisha et al. 2014)

Limiting child labor through behavior-based income transfers: An experimental evaluation of the PETI program in rural Brazil (Yap et al. 2009)

Do conditional cash transfers reduce child labor?: Evidence from the Philippines (Galang 2016)

The Quantum Opportunity Program Demonstration: Short-term impacts (Schirm et al. 2003)

The impact of financial education for youth in Ghana (Berry et al. 2015)

The impact of financial education for youth in Ghana (Berry et al. 2015)

Integrating economic strengthening and family coaching to reduce work-related health hazards among children of poor households: Burkina Faso (Karimli et al. 2018)

Integrating economic strengthening and family coaching to reduce work-related health hazards among children of poor households: Burkina Faso (Karimli et al. 2018)

Long-term effects of job-search assistance: Experimental evidence using administrative tax data (Manoli et al. 2018)

Review Guidelines

Causal Evidence Guidelines

Citation

Long, Z., Buzzanell, P., Kokini, K., Wilson, R., Batra, J., & Anderson, L. (2013). Exploring women engineering faculty’s mentoring networks. Proceedings of the 2013 American Society for Engineering Education Annual Conference & Exposition, Washington, DC.

Highlights

    • The study described how women in academic STEM positions (compared with corporate environments) constructed their own mentoring networks; it also explored the mentoring configurations female academics preferred as support for their careers.
    • The authors conducted in-depth semistructured interviews with seven female engineering faculty at a single large Midwestern university, creating detailed maps of the faculty members’ mentoring networks and evaluating the nature, importance, and perceived value of each connection.
    • The study found that the female faculty were generally dissatisfied with formal mentoring relationships and instead sought mentors on their own. Faculty selected these informal mentors from among those with whom they had an existing relationship, such as a friend or co-committee member. Mentees selected multiple mentors with mixed backgrounds and characteristics to serve different purposes (for example, discussing work-life balance or career advancement) and mentees typically had at least one mentor outside of the department or university to discuss more confidential matters. Findings were generally consistent with mentor relationships in a corporate setting.

Reviewed by CLEAR

May 2016

Topic Area