Examining the Mentoring Approaches of African-American Mentors

被引：10

作者：

Mondisa J.-L. ^{[1
]}

机构：

[1] Department of Industrial and Operations Engineering, University of Michigan, 2785 IOE, 1205 Beal Avenue, Ann Arbor, 48109, MI

来源：

Journal of African American Studies | 2018年 / 22卷 / 4期

关键词：

African American; Mentoring; Social support; STEM;

D O I：

10.1007/s12111-018-9411-y

中图分类号：

学科分类号：

摘要：

Understanding and identifying the mentoring approaches of African-American mentors may shed light on practices that can be implemented in higher education to help increase the number of underrepresented minority (URM) graduates. This exploratory research seeks to identify the mentoring approaches that African-American mentors use to help their African-American undergraduate protégés persist and succeed in science, technology, engineering, and math (STEM) majors. Multiple interviews were conducted with ten African-American mentors from academia, government, and industry/non-profit sectors. Using an interpretivist lens, interview transcripts were thematically coded and analyzed to produce the most emergent themes about mentoring approaches. Findings indicate mentors use familial, guidance and resource acquisition, and empathetic mentoring approaches. These approaches promote the development of protégés’ sense of community and STEM identities to support student persistence. The intent of this study is to establish a foundation for future research to examine and identify the characteristics of mentoring practices and approaches that may assist URMs pursuing STEM degrees. © 2018, Springer Science+Business Media, LLC, part of Springer Nature.

引用

页码：293 / 308

页数：15

共 74 条

[21]

Gershenfeld S., A review of undergraduate mentoring programs, Review of Educational Research, 84, 3, pp. 365-391, (2014)

[22]

Gotian R., Mentoring the mentors: Just because you have the title doesn’t mean you know what you are doing, College Student Journal, 50, 1, pp. 1-4, (2016)

[23]

Green S.M.B., Our Stories, Our Voices: How Phd Students of Color View Mentoring in Science and Engineering Graduate Programs, (2015)

[24]

Griffin K.A., Voices of the “othermothers”: Reconsidering Black professors’ relationships with Black students as a form of social exchange, The Journal of Negro Education, 82, 2, pp. 169-183, (2013)

[25]

Griffin K.A., Reddick R.J., Surveillance and sacrifice gender differences in the mentoring patterns of Black professors at predominantly white research universities, American Educational Research Journal, 48, 5, pp. 1032-1057, (2011)

[26]

Gutierrez y Muhs G., Niemann Y.F., Gonzalez C.G., Harris A.P., Presumed incompetent: The intersections of race and class for women in academia, (2012)

[27]

Haggard D.L., Dougherty T.W., Turban D.B., Wilbanks J.E., Who is a mentor? A review of evolving definitions and implications for research, Journal of Management, 37, 1, pp. 280-304, (2011)

[28]

Hayes E.F., Approaches to mentoring: How to mentor and be mentored, Journal of the American Academy of Nurse Practitioners, 17, 11, pp. 442-445, (2005)

[29]

Hirsch B.J., Mickus M., Boerger R., Ties to influential adults among Black and White adolescents: Culture, social class, and family networks, American Journal of Community Psychology, 30, 2, pp. 289-303, (2002)

[30]

Johnson-Ahorlu R.N., Our biggest challenge is stereotypes”: Understanding stereotype threat and the academic experiences of African American undergraduates, The Journal of Negro Education, 82, 4, pp. 382-392, (2013)

← 1 2 3 4 5 6 7 8 →