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• W788124303 abstract "This paper explores learning in Rotary clubs that have newly allowed women as members. The main focus of the paper is women’s perception of learning within the confines of these clubs with respect to mentoring and social capital’s existence. The study explores gaps in power within a middle-class Pennsylvania society. This study used phenomenology and grounded theory to investigate the lived experiences of women that are members of Rotary clubs in central Pennsylvania. Coming to the Problem This research combines my interests in gender equity with my access to a former all men’s civic club called Rotary. The club is known for its community service, academic scholarships, and international service. In 1987, after barring women from joining their ranks, Rotary clubs admitted female members for the first time, giving women equal access to the informal education and networking opportunities that have helped male Rotarians succeed in the workplace for nearly 80 years previously (Rotary International, 2003). Moustakas (1994) wrote that before preparing to conduct a phenomenological investigation the topic has to have social and personal meaning. This research project explores the existence of social capital and mentoring using muted group (co-cultural), standpoint, and social conflict theories to help interpret the experiences of selected women members of Rotary. The experiences of these women may lead to new findings or cultural processes in mentoring relationships and learning. Women in Business. Some of the obstacles holding women back were found to be lack of mentoring (Geller & Hobfoll, 1993) and limited access to informal communication networks (Ibarra, 1993). The importance of social capital and building networking ties was written about in Robert Putnam’s landmark book, Bowling Alone, (Putnam, 2000) “Service clubs like Rotary mobilize local energies to raise scholarships or fight disease at the same time that they provide members with friendships and business connections that pay off personally” (Putnam, 2000, Page 20). In 1987 the Supreme Court of the United States of America ruled that civic clubs, like Rotary, were business networking, social capital building, business establishments, and that to bar any group, including women, from membership would block equal access to business opportunities through business networking. Women have been excluded many times over from equal access to the rights white males, as United States citizens, are afforded under the United States Constitution. Other indicators of a need for this study include the following points from varied studies including Giselle Rose (Rose, 1999) who wrote in Fairfield County Woman, “our 20th century pioneers believed that a woman’s image was in need of a drastic overhaul, changing status associated with marital passiveness and naivete, sexual dutifulness, cultural exploitation, and gender imbalance.” The concept of the “good ole’ boys network” has never been successfully adapted to the feminine gender. A strong, pervasive “good ole girls network” still eludes women. There are many more contexts to place the issue being researched. Women have not always had access to these channels of informal education. It is clear from the statistical data, that powerful companies are predominately white and male. To break through the ceiling or escape the floor, communication with these powerful companies has to be made. Informal education via mentoring, building social capital, and back channels of contact, I argue, and the literature supports the notion that education regarding mentoring and building special capital are keys to moving up the economic ladder. Anonymous, 2002; Akerlof, 2000; Anker, 1997; Bell, McLaughlin, and Sequeira, 2002; Benokraitis, and Feagin, 1995; Catalyst, 2000; Dipboye, 1987; Groves, 1996; Lobel, 2000; Martin, 2001; McDonald, and Hite, 1998; Mosely-Braun, 1995; Stroh, Brett, and Reilly, 1992; Welch, 1980. Research Purpose The purpose of this project is to explore the lived experiences that contributed to the involvement of women in Rotary clubs in Central Pennsylvania in a manner that allowed a sufficient amount of data for analysis in developing new theory, contribution to expanding existing theory, or corroboration of existing theory in the areas of muted group theory, standpoint theory, and social conflict theory. (Putnam, 2000; Daloz, 1999; Bokeno and Gantt, 2000; Block & Ginsberg, 1993; Hanifan, 1920; Schein, 1978; Wood, 2001; Schwartz & Rutter, 1998). Following this purpose, the research question was: Is membership in Rotary, as perceived by women, a vehicle to increase career opportunity? At the onset of the study I hoped the research would add to what is known regarding malefemale relationships and their struggles related to power and how power is used. I hoped the data would lead to new information regarding those with power and those without power. This research could lead, as time passes in a longitudinal version of this research, to determine if relationship power is reversed with men seeking female leaders guidance in new theory regarding a reversal of existing muted group theory. Other areas this research would help were in leading to new theory or new information regarding existing theory in the area of standpoint theories. Existing standpoint theory suggests that powerless groups have access to knowledge that the powerful find unavailable. A third area of contribution by this research project is in the area of social conflict theory. This theory hints at why and what happens when the roles are reversed. The experiences of the women in Rotary that I interviewed may lead to new findings or cultural processes in relationships and learning. This research attempted to define what social capital means in the context of women in civic clubs that were former male only clubs and the role of power or lack of power in social capital. Accesses to arenas that lead to social capital creation are crucial for leveling the playing field in gender equity issues. Studies have suggested that social capital creates economic value for individuals, organizations, or both (Clark, 2003). How does social capital begin? A study from 2000 suggests that teaching how to create social capital in high school should be encouraged (Campbell, 2000). Is there a mentoring process that gets it off the ground for individual participants? How is power defined in these relationships? Does the possessor of established networking connections hold power? How is the power shared? Does the younger person in a mentoring relationship have any power through knowledge and potential transfer of newer technologies and methods that improve efficiencies? Power considerations including the access to networking connections and one’s hierarchical position in a social network influence the accumulation of social capital (Tucker, Jr., 2002). Rotary perpetuates its own community by allowing like-minded individuals into the club by invitation only but it also strives to help the community of non-members by serving the public good and simultaneously serving its members." @default.
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• W788124303 date "2004-01-01" @default.
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• W788124303 title "Mentoring And Social Capital: Learning And Perceived Networking Opportunities For Women In Central Pennsylvania Rotary Clubs" @default.
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