Abstract
The purpose of this study was to determine whether mentor relationships have been helpful to the career advancement and support of ethnic minority men and women serving as presidents, vice presidents, and deans in California Community Colleges. Descriptive research was used. A questionnaire was mailed to the one hundred and forty-seven identified ethnic minority men and women serving as presidents, vice presidents, and deans in the Spring of 1992. A total of one hundred and thirty, or eighty-eight percent responded to the questionnaire. The questionnaire measured the degree of helpfulness which mentors provided to the respondents on nineteen identified mentor services. The respondent's recommendation for mentoring aspiring ethnic minority staff was also measured on the nineteen mentor services. Nonparametric statistics were selected and computed to analyze the research questions. This study found a relationship between mentoring and the career advancement of ethnic minority men and women serving as presidents, vice presidents, and deans in California Community Colleges. The type of assistance received from mentors perceived by ethnic minority presidents, vice presidents, and deans as most valuable in preparing them for their position of leadership was the mentor providing of opportunities for the minority leader to display his or her skills. The type of assistance considered most valuable by ethnic minority presidents, vice presidents, and deans for mentors to perform on behalf of ethnic minority faculty and staff aspiring to leadership positions is the offering of counseling, guidance, and encouragement. This research suggests that ethnic minority men and women who want to advance in the profession of educational administration acquire a mentor. Ethnic minority educators interested in professional growth and advancement up the career ladder must proactively plan their career, gain knowledge and experience in area of need, and take advantage of the assistance which mentors can provide. Thus, community colleges in California should develop and expand informal and/or formal mentoring programs as a component of staff development services.