Toward a typology of mentorship dysfunction in graduate school.

By W. Johnson, J. M. Huwe. 2002

141 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5a12ccacead43573072b2e60e93951bb3a930a2b

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Citations in the corpus

A Framework for Conceptualizing Competence to Mentor (2003, background): “Although graduate mentorships are pervasively positive in nature and effect, they are simultaneously complex, emotionally intense, and occasionally prone to dysfunction or negative outcome (Biaggio, Paget, & Chenoweth, 1997; Johnson & Huwe, 2002; Scandura, 1998).”
Problematic Students: Gatekeeping Practices of Academic Professional Psychology Programs. (2004, background): “Johnson and Huwe (2002) noted that variables contributing to negative mentorship, actually hindering acceptable professional practice, included faculty matching, boundary violations, incompetence, conflict, and cross-gender or cross-race concerns.”
Graduate Student Mental Health: Needs Assessment and Utilization of Counseling Services (2006, background): “Additionally, graduate students’ dysfunctional relationships with advisors may contribute to poor mental health (Johnson & Huwe, 2002).”
A Qualitative Examination of Graduate Advising Relationships: The Advisee Perspective. (2003, background): “Or perhaps they had already invested so much time and energy in the relationship that they had little left to give (recall the advisor who “prayed for” his advisee’s graduation to end their conflict)? Perhaps, as suggested by Johnson and Huwe (2002), such reluctance to address conflict reflects advi”
Mentoring minority graduate students: issues and strategies for institutions, faculty, and students (2007, background): “Johnson and Huwe (2002) argue instead for intentional faculty development.”
Recognizing, Assessing, and Intervening With Problems of Professional Competence (2007, background): “Further, cross-gender or cross-race concerns have been associated with mentorship dysfunction (Johnson & Huwe, 2002).”
Outcomes of mentoring at‐risk college students: gender and ethnic matching effects (2007, methodology): “In addition, gender matching lessens the potential for inappropriate sexuality to become a threat to the mentoring relationship (Johnson & Huwe, 2002 ).”