Charting the Course: The Influence of Mentorship on Women's Careers in Outdoor Education

Authors

• Jessica M. Callahan, University of Nebraska-LincolnFollow

First Advisor

Justin Olmanson

Committee Members

Heather Akin, Guy Trainin

Date of this Version

5-2026

Document Type

Thesis

Citation

A thesis presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Master of Arts

Major: Teaching, Learning and Teacher Education

Under the supervision of Professor Justin Olmanson

Lincoln, Nebraska, May 2026

Comments

Copyright 2026, Jessica M. Callahan. Used by permission

Abstract

Mentorship is a significant contributor to women’s experiences working in outdoor education, yet it remains underresearched in a formal capacity. This study aims to answer the central research question of “What meanings do women give to mentorship experiences in relation to their career development, retention, and professional identity?” A qualitative, phenomenological approach was chosen to be most appropriate, and both synchronous interviews and an online survey were used to collect data. In total, data was collected from 24 participants, which was analyzed using thematic analysis. Identified themes were categorized by the topics of mentor qualities and impact on self, mentorship meanings for career, gender challenges, gender influence within mentor relationships, and barriers to mentorship. Significant themes focused on the importance of psychosocial and career functions in mentor relationships, as well as the unique challenges women face in the field and how accessing mentorship can prove to be difficult. Implications from the data focused on how meaningful mentorship can mitigate the challenges women face in outdoor education because of their gender. Mentorship was also found to have a positive impact on women’s career experiences and desire to remain working within outdoor education.

Advisor: Justin Olmanson