The contribution of formal and informal mentorship to faculty productivity: Views of faculty in public affairs programs

This study examines how mentorship opportunities contribute to the productivity and career growth of public affairs faculty, stratified by gender race. The uses primary data coming from an original survey administered at two different points in time (2017 2021) faculty who are part NASPAA member schools. Results indicate that women racially under-represented groups more likely receive formal mentoring whereas men white benefit informal mentoring. Additionally, results show relationship between approaches research effort differed faculty’s race with contributing across all academic ranks university types, mid-career genders races. aims inform individuals universities about trends contributions.