Abstract
In higher education, graduate mentoring provides students with a guide through their collegiate experience, helping them to gain research experience, professionalism, and networking opportunities pertinent to professional success. Successful mentorships, especially important for women and minority students, can increase academic satisfaction, perseverance, and retention; keep students on time to graduate; and have positive influences on future career goals. Therefore, it is the purpose of this chapter to explore current literature regarding graduate-level mentoring and to establish mentoring program recommendations with social justice and equity lenses so that the process of mentoring practices becomes one of critical consciousness. This is done within a framework of transformative learning theory to help readers understand the underlying influences and aspects that make up the structure of successful mentoring. Mentoring is discussed through both the student and faculty perspectives, considering aspects of diverse types of students, specifically women and Black minority students at public institutions. Program recommendations are made based on a multilevel mentoring model and future directions are discussed.
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Recommended Readings
Coles, A. (2011). The role of mentoring in college access and success: Research to practice brief. Institute for Higher Education Policy, pp. 1–10.
Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Li, S., Malin, J. R., & Hackman, D. G. (2018). Mentoring supports and mentoring across difference: Insights from mentees. Mentoring and Tutoring: Partnership in Learning, 26(5), 563–584. https://doi.org/10.1080/13611267.2018.1561020.
Mezirow, J. (2018). Transformative learning theory. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists…in their own words (pp. 114–128). New York: Routledge.
Scott, M. (1992). Designing effective mentoring programs: Historical perspectives and current issues. Journal of Humanistic Education and Development, 30(4), 167–177. https://doi.org/10.1002/j.2164-4683.1992.tb00053.x.
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Appendix
Appendix
Mentoring Structure for Students
See Fig. 15.1.
Mentoring structure for student
Mentoring Structure for Faculty
See Fig. 15.2.
Mentoring structure for faculty
Outstanding Graduate Mentor Award Rubric
The Outstanding Graduate Mentor Award recognizes graduate faculty members who go above and beyond their duty as teachers, advisers, and mentors (Table 15.1).
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Almond, L., Hall, E., Devore, E. (2020). Establishing Equitable Graduate Mentoring in Higher Education. In: Parson, L., Ozaki, C. (eds) Teaching and Learning for Social Justice and Equity in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-44939-1_15
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