Who Is Supporting Us? Constructing Educational Possibilities for Underrepresented Doctoral Students

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: (Re)Imagining Support Alongside Graduate Students (Table 5)

Abstract

This qualitative study explores the informal mentoring that has allowed underrepresented doctoral students to succeed in the first two years. We aim to answer the following research questions: 1. How does informal mentoring impact underrepresented students’ academic and personal success in the first and second years of a doctoral program? 2. How does validation through informal mentoring contribute to the academic and personal success of underrepresented doctoral students in their first and second years? We used a conceptual framework that integrated Kram’s (1988) mentoring theory and Rendón’s (1994) validation theory. Finally, we used testimonio as a methodological approach, allowing us to center our narratives and address oppressive systems that impact our experiences (Pérez Huber, 2010).

Authors

• Cristina Nader, Texas A&M University

• Marissa Castillo, Texas A&M University

• José I. Valdez, Texas A&M University

• Kassidy Giles, Texas A&M University