Dissertation Chairs’ Intersectional Mentoring Practices for Doctoral Student Persistence

• In Event: AERA Roundtable Session Thursday 2:15 pm
  In Roundtable Session: Mentoring in International and Graduate Education

Abstract

This qualitative study explored the perceptions and experiences of 20 faculty members from among the top 12 highest-ranking institutions in the US that grant doctoral degrees in non-STEM fields on mentoring practices for doctoral students to persist to finish the dissertation, especially those from minoritized backgrounds and/or identities. In our profession as higher education faculty, no formal training on how to lead and mentor students through the dissertation process exists. Deepening our knowledge and practice in this area is greatly needed, especially in the area of supporting minoritized students, who struggle most with feelings of isolation, issues with identity, deficit mindsets by faculty and peers, and experiencing institutionalized racism and microaggressions during doctoral study, as evidenced in the literature.

Author

• Kimberly Jamison, University of North Carolina - Wilmington