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Author: Raina M. Dyer-Barr
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
While the higher education mentoring literature is quite extensive, it largely discusses faculty mentoring in respect to graduate students. Knowledge about faculty mentoring among undergraduate students in general, and underrepresented undergraduate students in particular, in the extant literature is largely the result of the (mis)appropriation of what researchers know about faculty mentoring among graduate students to undergraduate students; very little research has actually been conducted that investigates faculty mentoring among undergraduates. This study explores the role and prevalence of faculty mentoring among underrepresented undergraduate students. Utilizing a mixed methods approach, a secondary analysis of data collected from participants in the Summer Research Opportunities Program (SROP) was conducted to determine the role, importance, and benefits of faculty mentoring among underrepresented students, from their perspective. It also probes the prevalence of faculty mentoring among African American and Latino undergraduates particularly and whether it differs for these students based on the institutional context of the colleges and universities they attend. Additionally, this research explored the relationship between faculty mentoring and these students0́9 collegiate satisfaction. The findings suggest that underrepresented undergraduates generally find faculty mentoring relationships to be an important, beneficial, and valuable asset to their collegiate experiences and outcomes, especially their educational goals and aspirations. The findings also indicate that differences exist in the prevalence of faculty mentoring for these students based on the research emphasis and selectivity of their institutions; these findings have important implications for researchers, students, institutions, and practitioners. Ultimately, this work highlights the role of faculty mentoring among underrepresented undergraduate students and recommends that institutions and practitioners seriously commit to devising, developing, and evaluating strategies to foster these relationships and increase their occurrence among underrepresented undergraduate students.
Author: Raina M. Dyer-Barr
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
While the higher education mentoring literature is quite extensive, it largely discusses faculty mentoring in respect to graduate students. Knowledge about faculty mentoring among undergraduate students in general, and underrepresented undergraduate students in particular, in the extant literature is largely the result of the (mis)appropriation of what researchers know about faculty mentoring among graduate students to undergraduate students; very little research has actually been conducted that investigates faculty mentoring among undergraduates. This study explores the role and prevalence of faculty mentoring among underrepresented undergraduate students. Utilizing a mixed methods approach, a secondary analysis of data collected from participants in the Summer Research Opportunities Program (SROP) was conducted to determine the role, importance, and benefits of faculty mentoring among underrepresented students, from their perspective. It also probes the prevalence of faculty mentoring among African American and Latino undergraduates particularly and whether it differs for these students based on the institutional context of the colleges and universities they attend. Additionally, this research explored the relationship between faculty mentoring and these students0́9 collegiate satisfaction. The findings suggest that underrepresented undergraduates generally find faculty mentoring relationships to be an important, beneficial, and valuable asset to their collegiate experiences and outcomes, especially their educational goals and aspirations. The findings also indicate that differences exist in the prevalence of faculty mentoring for these students based on the research emphasis and selectivity of their institutions; these findings have important implications for researchers, students, institutions, and practitioners. Ultimately, this work highlights the role of faculty mentoring among underrepresented undergraduate students and recommends that institutions and practitioners seriously commit to devising, developing, and evaluating strategies to foster these relationships and increase their occurrence among underrepresented undergraduate students.
Author: Maureen Vandermaas-Peeler
Publisher: Council on Undergraduate Research
ISBN: 0941933016
Category : Education
Languages : en
Pages :
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Book Description
This cross-disciplinary volume incorporates diverse perspectives on mentoring undergraduate research, including work from scholars at many different types of academic institutions in Australia, Canada, the United Kingdom, and the United States. It strives to extend the conversation on mentoring undergraduate research to enable scholars in all disciplines and a variety of institutional contexts to critically examine mentoring practices and the role of mentored undergraduate research in higher education.
Author: Caroline Sotello Viernes Turner
Publisher: Taylor & Francis
ISBN: 1000977811
Category : Education
Languages : en
Pages : 256
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Book Description
While mentorship has been shown to be critical in helping graduate students persist and complete their studies, and enter upon and succeed in their academic careers, the under-representation of faculty of color and women in higher education greatly reduces the opportunities for graduate students from these selfsame groups to find mentors of their race, ethnicity or gender.Recognizing that mentoring across gender, race and ethnicity inserts levels of complexity to this important process, this book both fills a major gap in the literature and provides an in-depth look at successful mentorships between senior white and under-represented scholars and emerging women scholars and scholars of color. Following a comprehensive review of the literature, this book presents chapters written by scholars who share in-depth descriptions of their cross-gender and/or cross-race/ethnicity mentoring relationships. Each article is co-authored by mentors who are established senior scholars and their former protégés with whom they have continuing collegial relationships. Their descriptions provide rich insights into the importance of these relationships, and for developing the academic pipeline for women scholars and scholars of color. Drawing on a comparative analysis of the literature and of the narrative chapters, the editors conclude by identifying the key characteristics and pathways for developing successful mentoring relationships across race, ethnicity or gender, and by offering recommendations for institutional policy and individual mentoring practice. For administrators and faculty concerned about diversity in graduate programs and academic departments, they offer clear models of how to nurture the productive scholars and teachers needed for tomorrow’s demographic of students; for under-represented students, they offer compelling narratives about the rewards and challenges of good mentorship to inform their expectations and the relationships they will develop as protégés.
Author: Jaimie Hoffman
Publisher: Emerald Group Publishing
ISBN: 1787560643
Category : Education
Languages : en
Pages : 328
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Book Description
This volume provides educators with a global understanding of the successes and challenges associated with facilitating inclusive campuses in higher education amidst the growing diversity of students by providing evidence-based strategies and ideas for implementing equity and inclusion at higher education institutions around the world.
Author: Jeton McClinton
Publisher: IAP
ISBN: 1641132795
Category : Education
Languages : en
Pages : 443
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Book Description
The primary thrust of the proposed volume is to provide information for higher education minority serving institutions (MSIs) and other institutions and individuals interested in providing and/or improving mentoring programs and services to a variety of target groups. The editors are interested in how mentorship can produce beneficial outcomes for the mentor that may be similar to or different from outcomes in other educational contexts. Thus, the purpose of this volume is to showcase, through case studies and other forms of empirical research, how successful mentoring programs and relationships at MSIs have been designed and implemented. Additionally, we will examine the various definitions and slight variations of the meaning of the construct of mentoring within the MSI context. It is our intent to share aspects of mentoring programs and relationships as well as their outcomes that have heretofore been underrepresented and underreported in the research literature.
Author: Donna Y. Ford
Publisher: IAP
ISBN: 1681237059
Category : Education
Languages : en
Pages : 322
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Book Description
The Ivory Tower is and can often be a lonely place for faculty of color. Social injustices run deep and are entrenched within academia. Faculty of color (FOC), more specifically Black and Hispanic, often lament about the ‘Black/Brown’ tax that frequently takes its toll both personally and professionally, and pushes them out of the academy. Similar to trends in P?12 settings, educators of color in postsecondary contexts represent less than 10% of the profession. In essence, we are an anomaly and the implications of this are clear and dire, as evidenced by persistent achievement, access, and expectation gaps within the academy. Scholars of color (SOC), at all stages, but particularly during doctoral training, frequently struggle to not just survive, but to thrive, in the academy. Too many fail to earn their doctoral degree, with many wearing the All But Dissertation (ABD) as a badge of honor. Although ABD is not a degree, many scholars of color receive inadequate mentoring, often substandard in comparison to the hand?holding White students receive, which leaves far too many doctoral students of color lost, bewildered, angry, indignant, and defeated. This righteous indignation is justified, but excused away using the myth of meritocracy and colorblind notions of success; followed by a myriad of problems steeped with victim blaming, as noted in the classic Presumed Incompetent: The Intersections of Race and Class for Women in Academia (Gutiérrez y Muhs, Niemann, González, & Harris, 2012). The aforementioned work was not the first treatise on higher education and how the non?status quo, along with those grappling with oppression and double standards, experience the profession called higher education. Moreover, The Chilly Climate (Sandler, Silverberg, & Hall, 1996) report, which focused on females, was also telling, but not enough was addressed and disclosed about females of color, until version two. But these issues do not stop with females of color, but instead, extend to all faculty of color. R.A.C.E. Mentoring, a social media Facebook group, with several subgroups (see Figures 1 and 2) was created by Donna Y. Ford, Michelle Trotman Scott, and Malik S. Henfield in 2013, to tackle the numerous thorny and contentious issues and challenges in higher education. We began by intentionally attending to the needs of students enrolled at mostly White universities, as well as those who attended historically Black colleges and universities, while keeping the unique nuances and challenges of each setting in mind. We wanted scholars of color to thrive in both. Fondly and affectionately called RM, our charge and challenge is to affirm the dignity and worth of scholars of color. Additionally, we recognize that there are scholars outside of academe, and their contributions as well to impact and affect change for Black and Brown people inside and outside of academe need to be acknowledged. These scholars are community organizers, activists, P?12 teachers, and families. It truly takes a village...
Author: Conway, Cassandra Sligh
Publisher: IGI Global
ISBN: 1522540725
Category : Education
Languages : en
Pages : 371
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Book Description
An important aspect of higher education is the mentorship of junior faculty by senior faculty. Addressing the vital role mentorship plays in an academic institution’s survival promotes more opportunities and positive learning experiences. Faculty Mentorship at Historically Black Colleges and Universities provides emerging research on the importance of recruiting, retaining, and promoting faculty within Historically Black Colleges and Universities. While highlighting specific issues and aspects of mentorship in college, readers will learn about challenges and benefits of mentorship including professional development, peer mentoring, and psychosocial support. This book is an important resource for academicians, researchers, students, and librarians seeking current research on the growth of mentorship in historically black learning institutions.
Author: Bridget Turner Kelly
Publisher: Routledge
ISBN: 1000549984
Category : Education
Languages : en
Pages : 250
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Book Description
This new book in the Diverse Faculty in the Academy series pulls back the curtain on what Black women have done to mentor each other in higher education, provides advice for navigating unwelcoming campus environments, and explores avenues for institutions to support and foster minoritized women’s success in the academy. Chapter authors present critical approaches to advance equity and to achieve trust and transparency in the academy. Drawing on examples of mentoring between Black women students, faculty, and administrators in and outside of the academy from diverse institutional contexts, exploring the use of digital technologies, and framed by theoretical concepts from a range of disciplines, this important volume provides insights on mentoring that can be employed across all of higher education to support the success of Black women faculty. Full of actionable steps that institutional leaders can take to support the network of mentors it takes to be successful in the academy, this book is a must read for department and university leaders, faculty, and graduate students in Higher Education interested in supporting and fostering mentoring for those most vulnerable in the academic pathway for success.
Author: Dwayne Mack
Publisher: McFarland
ISBN: 0786470488
Category : Education
Languages : en
Pages : 219
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Book Description
The 14 new essays in this collection, from under-represented faculty who teach at predominantly white colleges and universities, discuss both the tenure and promotion experiences of faculty of color and are not racial, ethnic, gender, cultural or discipline specific. The book is thus not only for aspiring graduate students of color and faculty of color desirous of outside mentoring but also for administrators interested in the professional development and dilemmas of faculty of color. Faculty of color describes how they navigated the complex terrain of higher education to achieve tenure or promotion. Most of the contributors are at the associate professor stage of their careers and some hold the rank of full professor.
Author: Felicia M. Townsend-Gr̤een
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 179
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Book Description
This research study was designed to address the research question: "What are the perceptions of African American college students relative to the helpful behaviors of peer mentors who assisted them during Freshman year college adjustment in a predominately White institution?" All participants of the study were undergraduate students attending Kent State University, for at least one semester and participants of The Student Multicultural Center's "University Mentoring Program." The goal of the study was to broaden our understanding of the contexts of African American freshmen on predominantly White campuses, as well as to add to the dialogue concerning how to be assistive to African American students in these environments. Q-methodology was utilized to address the research question. The PQ Method software was used for data/factor analysis. The main source of information was 40 African American students (appropriate N for Q studies) who sorted a set of Q-sample statements (40) according to conditions of instructions and their subjective perspective. As a result of data analysis, four factors or student perspectives relative to mentor helpfulness were identified. The Factors included, Factor 1: Providing Tips For Academic Success, Factor 2: Interpersonal Connectedness, Factor 3: Accessible and Knowledgeable, and Factor 4: Nurturing Friendship. Relative to the significant diversity that exists among African American students, implications of this study suggest that different groups of students have differing perceived needs relative to the helpful qualities of a peer mentor. The continued study of related issues pertaining to mentoring and the college adjustment of African American freshmen may be helpful in aiding faculty and administrators in higher education, counselor educators, high school counselors, faculty and administrators, and programs that seek to serve African American freshmen.
