Mentoring in academia: An examination of the experiences of protégés of color

Mentoring future engineers in higher education: a descriptive study using a developed conceptual framework

“…Other mentor outcomes identified include collegiality and networking, positive reinforcement or constructive criticism, creative and rejuvenating life challenge, greater insight into mentees challenges, gaining information and prestige, enhanced professional and psychosocial development, increased visibility and organisational power, greater professional identity, loyal support from previous mentees, assistance with work from mentee, increased productivity, etc. (Ehrich et al, 2004;Ortiz-Walters & Gilson, 2005). Negative outcomes include frustration, envy of mentee's progress, feelings of inadequacy, distancing behaviour, lack of needed expertise, lack of time and emotional energy, mentee disloyalty, loss of status, etc.…”

Mentoring Matters: Racial Ethnic Minority Undergraduates’ Cultural Fit, Mentorship, and College and Life Satisfaction

“…At its best, mentoring involves the transfer of academic information and skills via "a level of interaction, trust, and communication which results in psychosocial comfort that empowers the student with the knowledge and confidence to grow academically and socially, regardless of the environment" (Redmond, 1990, p. 191). Developed through either formal (e.g., structured) or informal (e.g., happenstance) processes (Lee, 1999;McCoy, Winkle-Wagner, & Luedke, 2015), faculty mentors provide instrumental, psychosocial, emotional, and networking functions for students (Johnson & Zlotnik, 2005;Mathews, 2003;Ortiz-Walters & Gilson, 2005;Tenenbaum, Crosby, & Gilner, 2001).…”

“…The best practices or activities engaged within mentoring relationships for REM students thus remain in question (Bordes & Arredondo, 2005;Ortiz-Walters & Gilson, 2005). Moreover, the way faculty-student mentoring processes and relationships occur from a broad spectrum of noncognitive dimensions (e.g., individual and collective) remains an unexamined area of a greatly needed focus.…”

Surviving the Doctorate and Thriving as Faculty: Latina Junior Faculty Reflecting on Their Doctoral Studies Experiences

“…College students of color that were resilient were said to be successful, which generally meant continuing college past the freshman year because they received scholarship money (Holt et al, 2002), mentorship (Gomez & Fassinger, 1995;Holt et al, 2002;Jun, 2000;Nora, 2003;Ortiz-Walters & Gibson, 2005), family support (Ceja, 2004;Holt et al, 2002;Horn & Chen, 1998;Jun, 2000;Nora, 2003;Zalaquett, 2006), peer support (Holt et al, 2002;Horn & Chen, 1998;Perna, 2004;Zalaquett, 2006), and community support (Jun, 2000;Zalaquett, 2006). At times it was merely their spirituality that helped their resiliency (Holt et al, 2002;Nora, 2003), and other times it was their grounding in their cultural backgrounds and identity (Castellanos, 1996;Goodwin, 2001;Johnson, 2006).…”