Exploring (In)Validating Mentoring Practices: The Narratives of Latina/o/x PhD Students

• In Event: Validating the College Experiences of Marginalized Students

Abstract

Latina/o/x Ph.D. students are severely underrepresented across research-intensive institutions, impacting colleges and universities’ ability to diversify their faculty. This qualitative narrative study examines the experiences of 40 Latina/o/x Ph.D. graduate students and their perceptions of faculty-student mentoring relationships. Two rounds of semi-structured interviews were conducted. Building on validation theory, participants highlighted impactful moments in mentoring relationships that contributed to their doctoral socialization processes and toward degree completion. Impactful mentoring practices from faculty mentors included building rapport, providing words of encouragement, and providing research opportunities to enhance their research skills. Controversially, some participants shared invalidating moments they encountered that discouraged them in their programs. Recommendations show how graduate programs and faculty can better support Latina/o/x doctoral students.

Authors

• Edgar Fidel Lopez, University of Southern California

• Adrian H. Huerta, University of Southern California