On Doctoral Student Development: Exploring Faculty Mentoring in the Shaping of African American Doctoral Student SuccessReport as inadecuate




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Qualitative Report, v15 n2 p455-474 Mar 2010

This study examines the influence of faculty mentorship in the shaping of African American doctoral student success. A case analysis framework is used to investigate the belief systems that doctoral students held about their doctoral experience. Data collection involved a one-phase semi-structured interview protocol used to gather information about these experiences from a post-degree perspective. African American doctoral degree completion is addressed as a critical function of student success within an elite educational context. Results of the study demonstrate that the African American doctoral degree completion is complicated by students' perceptions of faculty advising, faculty behavior and the lack of diverse faculty leadership.

Descriptors: Student Attitudes, Academic Persistence, Beliefs, Doctoral Degrees, Interviews, Student Development, Faculty Advisers, African American Achievement, African American Students, Supervisor Supervisee Relationship, Graduation Rate, Student Experience, Case Studies

Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33317. Tel: 954-262-5389; Fax: 954-262-3970; Web site: http://www.nova.edu/ssss/QR





Author: Felder, Pamela

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1129&id=EJ875264



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