The effects of mentoring on academic careers over time: Testing performance and political perspectives

Abstract

Mentors have been associated with protégé career success. In this study, two perspectives on the means by which mentoring advances careers were compared. The performance perspective implies that the effects of mentoring on career advancement operate through performance whereas the political perspective assumes direct effects. Hypotheses derived from the perspectives were tested at early and middle-career stages in a sample of American academics. The amount of mentoring as measured by the number of traditional mentors and other developers predicted achieved rank and the relationship was not mediated by publication productivity. This finding supports the political perspective. In addition, the presence of an outside developer was associated with more publications and having an emotionally-close relationship was associated with higher salary.