Mentors' Perceptions of Their African American Undergraduate Protégés' Needs and Challenges

Autor/inn/en	Mondisa, Joi-Lynn; Main, Joyce B.
Titel	Mentors' Perceptions of Their African American Undergraduate Protégés' Needs and Challenges
Quelle	In: Journal of Negro Education, 90 (2021) 2, S.195-210 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Mentors; African American Students; Undergraduate Students; Student Needs; Barriers; Student Empowerment; African Americans; STEM Education; Doctoral Degrees; Self Esteem; Academic Advising; Interpersonal Relationship; Educational Experience; Critical Race Theory; Phenomenology + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Studienberechtigung; STEM; Doctoral degree; Doktorgrad; Self-esteem; Selbstaufmerksamkeit; Akademischer Rat; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungserfahrung; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	In this exploratory qualitative study, we examined African American mentors' perspectives of what they identify as the needs of their African American undergraduate protégés and the challenges that may impede their protégés' success. Interviews were conducted with 10 African American mentors who hold STEM PhDs. Data were analyzed using an iterative emergent, thematic coding method and a narrative analysis method as a methodological framework. Findings indicated that some protégés may lack a sense of entitlement or contextualized confidence and may need personalized information and a plan to assist them in navigating academic environments. There are several opportunities for helping undergraduates overcome these challenges, such as mentoring practices focusing on ways to increase protégés' sense of empowerment and providing personalized information about navigating academia. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: https://jne.howard.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01