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| Autor/in | Wofford, Annie M. |
|---|---|
| Titel | Equity-Minded Stage-Ahead Mentoring: Exploring Graduate Students' Narratives as Mentors to Undergraduates in STEMM |
| Quelle | In: Review of Higher Education, 46 (2022) 2, S.249-279 (31 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-5748 |
| Schlagwörter | Equal Education; Mentors; Undergraduate Students; STEM Education; Doctoral Students; Self Concept; Power Structure; Computer Science Education; Student Attitudes; Social Behavior |
| Abstract | Shifting the existing lens of mentorship in graduate education to one that frames graduate students as mentors, rather than mentees, I explore how 10 STEMM doctoral student mentors considered social identities and organizational power structures in mentoring undergraduates. Using sociospatial and in-depth interview data, findings illuminate how mentors' approaches were characterized by identity concordance and discordance, knowledge of institutional and disciplinary minoritization, two-sided negotiation of organizational power dynamics, and organizational limits to providing tangible resources. This study documents individual and institutional complexities to fostering equity-minded mentoring, with crucial implications for training the next generation of STEMM faculty as equity-minded mentors. (As Provided). |
| Anmerkungen | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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