Download or read book Faculty student Mentoring relationship Experiences of African American Black CES Doctoral Students written by Steven Odipo Siaji and published by . This book was released on 2020 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological qualitative inquiry explored the lived experiences of African American/Black (AA/Black) doctoral counselor education and supervision students in relation to faculty-student mentoring relationships. The literature review provides a theoretical framework based on Miller’s (1976) theory of relational-cultural theory. Data were collected through a demographic survey and in-depth telephone interviews. Data analysis included identifying participants’ significant themes, utilizing themes to create structural and textural descriptions, and ultimately describing the essence of participants’ experiences. The five themes that emerged, related to participants’ lived experiences, were these: belonging within the African American/Black community, coping, racism, and multiculturalism. The study results suggest that there was a dearth of faculty-student mentoring relationships, and some participants reported poor relationships with some White faculty and peers, negative student experiences, lack of confidence, and negative team interactions.
Download or read book When You Want to Give Up You Want to Give In Mentoring Perceptions of African American Women Doctoral Students at a Predominately White Institution written by Rhonda Michelle Fowler and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring in graduate education is considered an important and essential part of graduate education. The journey to the doctorate for African American students, especially for African American women, comes with many hurdles and obstacles. Mentorship for these students has become a common topic when discussing faculty- student relationships. This qualitative study was designed to understand the mentoring experiences of African American women human resource development (HRD) doctoral students and how they make meaning of their mentoring experiences with at a predominantly White institution (PWI). The research questions to guide this study were: (1) what are the perceptions of faculty mentoring for African American female doctoral students in this HRD program and (2) what are the experiences of faculty mentoring for African American female doctoral students in this HRD program. The selection of participants for this qualitative study included six African American women enrolled in an HRD program at a PWI. Purposeful sampling was used to generate information and rich data. In this study, each of the six participants was interviewed individually with an interview guide consisting of semi-structured interview questions. To successfully explore the mentoring experiences of African American female students enrolled in a HRD doctoral program at a PWI, key findings from this study were reported from a qualitative study involving six African American female doctoral students enrolled in an HRD program at a PWI. Emerging themes from the study were identified as how they got to where they are; the perceptions, expectations, and actual experiences between the women and faculty. To reinforce and inform the need for mentoring, the participants provided an insight on their experiences as an African American female doctoral student in an HRD program at a PWI. In addition to a general discussion of the mentoring relationships, I focused primarily on the African American female doctoral students perceptions, expectations and experiences regarding their mentoring relationships with faculty. The findings from this study included support from family, friends and some faculty members, feelings of isolation, disconnected from the program, overwhelmed and no guidance. Other findings included only select few (students) receive mentoring, faculty don̕ t expect much from African American women students and yearning for an African American female faculty mentor. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/150967
Download or read book Still I Rise written by Tuwana T. Wingfield and published by . This book was released on 2018 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this narrative inquiry is to explore how mentoring helps us to understand the educational experiences of African American women enrolled in doctoral programs at predominately White institutions (PWIs) in the continental United States. The educational experiences of African American women in this country are unique (Gildersleeve, Croom, & Vasquez, 2011; Holloway, 2016; Patton, 2009). African American women have used their educational pursuits to fight for social justice, equity and the survival of the race since being permitted access to higher education (Perkins, 2009). Furthermore, Black women entering doctoral programs at PWIs often met with challenges that span across multiplicative forms of oppression that intersect across race, class, and gender (Crenshaw, 1994; Harris & González, 2012; Holley & Caldwell, 2012). This study seeks to explore how mentoring, through the conceptual framework of Black feminist thought, helps us understand Black women's experiences in academe while in pursuit of their doctorate. Twenty Black women in doctoral programs at PWIs across the United States were interviewed about their experiences in their doctoral programs and their experiences with their mentors. It is clear from their narratives that mentoring relationships helped alleviate some of the challenges they encountered. Findings regarding Black women's experiences in their doctoral programs and mentoring relationships highlight the importance for higher education to recruit more faculty of color, provide culturally responsive training to faculty to work for and on behalf of Black women doctoral students and create institutionalized mentoring programs.
Download or read book Experiences of Single African American Women Professors written by Eletra S. Gilchrist and published by Lexington Books. This book was released on 2013-03-08 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: Experiences of Single African-American Women Professors: With this Ph.D., I Thee Wed, edited by Eletra S. Gilchrist, explores the unique lived experiences of single African-American women professors. Gilchrist's contributors are comprised of never-before-married and doctorate degree-holding African-American women professors. The authors and research participants speak candidly about their experiences, exploring a myriad of topics including dating costs and rewards, relationship challenges, work/life balance, multiple intersecting identities, negative perceptions, and identity negotiation. This volume is designed by and for an academic audience. It addresses the dating and mating complexities of the population under study by combining autoethnographic accounts with empirical research and theoretical concepts. As one of the few works to address the intricate interpersonal dynamics surrounding African-American women in the professorate from a scholarly perspective, Eletra S. Gilchrist's Experiences of Single African-American Women Professors: With this Ph.D., I Thee Wed seeks to not only dispel myths and stereotypes, but serve as an instructional tool for other professor hopefuls.
Download or read book Black Women Navigating the Doctoral Journey written by Sharon Fries-Britt and published by Taylor & Francis. This book was released on 2023-09-27 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the increasing focus on the critical importance of mentoring in advancing Black women students from graduation to careers in academia, this book identifies and considers the peer mentoring contexts and conditions that support Black women student success in higher education. This edited collection focuses on Black women students primarily at the doctoral level and how they have retained each other through their educational journey, emphasizing how they navigated this season of educational changes given COVID and racial unrest. Chapters illuminate what minoritized women students have done to mentor each other to navigate unwelcome campus environments laden with identity politics and other structural barriers. Shining a light on systemic structures in place that contribute to Black women’s alienation in the academy, this book unpacks implications for interactions and engagement with faculty as advisors and mentors. An important resource for faculty and graduate students at colleges and universities, ultimately this work is critical to helping the academy fortify Black women’s sense of belonging and connection early in their academic career and foster their success.
Download or read book African American Leadership and Mentoring Through Purpose Preparation and Preceptors written by Pichon, Henrietta Williams and published by IGI Global. This book was released on 2021-12-10 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: The lack of African Americans in leadership roles within the academy creates a real crisis in the leadership pipeline. One of the problems could be that the pathways to leadership for African Americans are less visible. They can see the end result but may be less clear about how to get there. Oftentimes, understanding these pathways to leadership is less academic in nature and more informal and/or relational. Thus, the relationship between leadership and mentorship for African Americans is especially important to advancing in the academy. Further guidance and understanding of steps to advancement from established African American leaders in the academy is therefore needed. African American Leadership and Mentoring Through Purpose, Preparation, and Preceptors provides an exhaustive exploration of leadership and mentorship through purpose, preparation, and preceptors. This edited book explains how to identify ways that individuals can strengthen their career trajectory, determine strategies to employ for career advancement, establish lasting and impactful connections with key stakeholders per career aspirations, provide guidance for individuals seeking advancement within the academy, and explore current theoretical and practical nuances with regard to research, literature, and application of leadership and mentorship of African Americans in the academy. Covering topics such as cross-racial mentorship, emotionally intelligent leadership, and African American leaders, this text is ideal for teachers, faculty, university administrators, leaders in education, aspiring future leaders, researchers, academicians, and students.
Download or read book Building Mentorship Networks to Support Black Women written by Bridget Turner Kelly and published by Routledge. This book was released on 2022-03-14 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Mentoring While White written by Bettie Ray Butler and published by Rowman & Littlefield. This book was released on 2022-04-18 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring While White: Culturally Responsive Practices for Sustaining the Lives of Black College Students provides a provocative and illuminating account of the mentoring experiences of Black college and university students based on their racialized and marginalized identities. Bettie Ray Butler, Abiola Farinde-Wu, and Melissa Winchell bring together a diverse group of well-respected leading and emerging scholars to present new and compelling arguments pointing to what white faculty should do to reimagine mentoring that seeks to sustain the lives of Black students by way of intentionality, reciprocal love, and transformative practice. This timely and relevant text takes a solution-oriented approach in offering direct guidance, promising strategies, and key insights on how to effectively implement culturally responsive mentoring practices that aim to improve cross-racial mentor-mentee relationships and post-school outcomes for Black students in higher education. It provides clear and immediate recommendations that can inform and positively shape mentoring interactions with Black women, men, and queer undergraduate and graduate students using innovative models that draw upon critical media and antiracist frameworks. The book is a must-read for anyone who currently mentors or desires to mentor Black college and university students.
Download or read book Mentoring Networking and the Professional Development of African American Graduate professional Students written by Emilie Phillips Smith and published by . This book was released on 1986 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mentoring Experiences of African American Doctoral Students at Historically Black and Historically White Colleges and Universities written by Donald R. Sanders and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Faculty Mentorship at Historically Black Colleges and Universities written by Conway, Cassandra Sligh and published by IGI Global. This book was released on 2018-02-28 with total page 371 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Relationship Between Ideal Mentoring and Selected Characteristics of African American Social Work Doctoral Students written by Kenya Chappelle Jones and published by . This book was released on 2013 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine African American social work doctoral students' mentoring values and to determine if these values were associated with socio-demographic, academic, and institutional characteristics. Socio-demographic characteristics of their primary mentor and mentoring relationships were also examined. With a growing number of social work faculty retiring, an increase in student enrollment, the projected need for more social workers and therefore social work educators, there is a mounting concern for the future of academia and how to develop more doctoral students with better doctoral experiences. Questions from the Dixon-Reeves Mentoring Study (2001) were used to collect data on the socio-demographic, academic, institutional, and mentor characteristics, along with descriptions of mentoring relationships. The Guidance, Integrity, and Relationship subscales of the Ideal Mentor Scale (IMS) developed by Rose (2003) were used to assess values that students placed on each subscale. Three research hypotheses were considered. The first was that selected characteristics of the student and the mentor would be associated. The second hypothesis was that there would be significant variations in how doctoral students rate the subscales of the IMS with respect to (a) socio-demographic characteristics, (b) academic characteristics, (c) institutional characteristics of the student/graduate and (d) their primary mentor, separately and jointly where appropriate. The third hypothesis was that students would rate the subscales differently. Analysis of Variance (ANOVA), t tests, and multiple regressions were used to analyze data that were obtained from a web-based survey. With respect to demographics, significant variations in ratings were found for age group, gender, and marital status. Values also varied by academic and institutional characteristics, for example historically Black colleges and institutions (HBCU) affiliation. Finally, students valued the Relationship subscale less than the other two subscales. According to Rose, this scale was related to "personal" relationships, concerns, and interactions at social activities. Students rated the Guidance (practical academic assistance) and Integrity (virtue and principled actions of a role model) subscales higher but similarly (Rose, 2003). Information gleaned from this study may be used as a training tool that will improve educational and mentoring experiences, which will ultimately lead to more advanced students in social work, in particular African Americans. -- Abstract.
Download or read book Sankofa written by Pamela Felder Small and published by State University of New York Press. This book was released on 2020-08-01 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sankofa reexamines doctoral education through the lens of African American and Black experiences. Drawing on the African diasporic legacy of Sankofa and the notion that "it is not wrong to go back for that which you have forgotten," the contributors "go back" to address legacies of exclusion in higher education and take care to center and honor the contributions of historically marginalized doctoral students. Whereas earlier studies focused largely on socialization, departmental norms, and statistical portraits of doctoral degree attachment, this book illuminates the ways African American students encounter, navigate, and make sense of their doctoral experiences and especially the impact of race and culture on those experiences. Individual chapters look at STEM programs, the intersections of race and gender, the role of HBCUs, and students' relationships with faculty and advisors. Amid growing diversity across programs and institutions, Sankofa provides a critical model for applying culturally based frameworks in educational research, as well as practical strategies for better understanding and responding to the needs of students of color in predominantly White contexts.
Download or read book The Effects of Faculty Involvement on African American Doctoral Students Choosing Careers in Higher Education written by Jearold Winston Holland and published by . This book was released on 1992 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book R A C E Mentoring Through Social Media written by Donna Y. Ford and published by IAP. This book was released on 2016-12-01 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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...
Download or read book African American Doctoral Student Experiences written by Lloyd Glen Bingman and published by . This book was released on 2003 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining Cross racial Mentorship Through the Lens of Graduate Student Human Service Professionals written by Ramar Henderson and published by . This book was released on 2019 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary aims of this study are two-fold: (a) to understand what role the racial identity of African American graduate students plays in how they perceive the multicultural competence of their faculty mentor; (b) to understand how both the racial identity of African American graduate students and their perception of their faculty mentors' multicultural competence play in their overall satisfaction in the mentoring relationship. African American participants who are in cross-racial faculty mentoring relationships--will be recruited from programs in rehabilitation counseling, counseling psychology, clinical psychology, and counselor education. The instruments for the study will include the Cross Racial Identity Scale (CRIS), the Alliant Intercultural Competence Scale (ACIS), and the Relationship Assessment Scale (RAS). It is hoped that this study will begin to address current gaps in the literature concerning what constitutes a culturally competent mentor and satisfaction from the protégé's perspective.
