Mentoring Experiences of Latina Graduate Students

2015 ◽  
Vol 10 (1) ◽  
pp. 91-109 ◽  
Author(s):  
Irán O. García ◽  
Sheila J. Henderson
Keyword(s):  
Graduate Students ◽  
Lived Experience ◽  
Doctoral Students ◽  
San Francisco ◽  
Sequential Analysis ◽  
Cross Cultural ◽  
Mentoring Relationships ◽  
Graduate Studies ◽  
Self Confidence ◽  
The Impact

AbstractIn order to contribute to knowledge on the Latina graduate students’ experiences and the role of mentoring relationships in their pursuit of higher education, the purpose of this qualitative study was to interview Latina doctoral students about their lived experience. Four Latina graduate students at a graduate university in San Francisco, California were recruited by way of student email lists, flyers, and social networks such as Facebook, LinkedIn, Hi5, and word of mouth. Participants took part in a face-to-face interview guided by semi-structured questions. Within the same cultural and cross-cultural mentoring relationship experiences described, a sequential analysis of the interview transcripts revealed the following themes consistent with the Kram model of mentoring: (a) conceptualizations of a “good mentor,” (b) how mentoring influenced their pursuit of graduate studies, and (c) the impact of mentoring on their self-confidence and self-esteem. While many studies exist on mentoring students, there is relatively little research on the mentoring experiences of Latina graduate students. It is hoped that this small study will motivate much needed further research in the mentoring needs of the Latina/o community. One possible issue revealed in this study was the absence of within culture or cross-cultural mentoring for Latina graduate students.

Mentoring relationships between doctoral students and postdocs in the lab sciences

2020 ◽  
Vol 11 (3) ◽  
pp. 263-279
Author(s):  
Jennifer M. Blaney ◽  
Jina Kang ◽  
Annie M. Wofford ◽  
David F. Feldon
Keyword(s):  
Doctoral Students ◽  
Psychosocial Support ◽  
Phenomenological Approach ◽  
Mentoring Relationships ◽  
Content Type ◽  
Sequential Mixed Methods ◽  
Hands On ◽  
And Mathematics ◽  
Student Socialization ◽  
The Impact

Purpose This study aims to examine how science, technology, engineering, and mathematics doctoral students interact with postdocs within the research laboratory, identifying the nature and potential impacts of student–postdoc mentoring relationships. Design/methodology/approach Using a sample of 53 doctoral students in the biological sciences, this study uses a sequential mixed-methods design. More specifically, a phenomenological approach enabled the authors to identify how doctoral students make meaning of their interactions with postdocs and other research staff. Descriptive statistics are used to examine how emergent themes might differ as a product of gender and race/ethnicity and the extent to which emergent themes may relate to key doctoral student socialization outcomes. Findings This study reveals six emergent themes, which primarily focus on how doctoral students receive instrumental and psychosocial support from postdocs in their labs. The most frequent emergent theme captures the unique ways in which postdocs provide ongoing, hands-on support and troubleshooting at the lab bench. When examining how this theme plays a role in socialization outcomes, the results suggest that doctoral students who described this type of support from postdocs had more positive mental health outcomes than those who did not describe this type of hands-on support. Originality/value Literature on graduate student mentorship has focused primarily on the impact of advisors, despite recent empirical evidence of a “cascading mentorship” model, in which senior students and staff also play a key mentoring role. This study provides new insights into the unique mentoring role of postdocs, focusing on the nature and potential impacts of student–postdoc interactions.

CORD Awards Panel 2014: “Celebrating the Scholarship of Deidre Sklar—Can Sklar-Lore Be Brought to Its Senses?”

2015 ◽  
Vol 2015 ◽  
pp. 13-18
Author(s):  
Miriam Phillips
Keyword(s):  
San Francisco ◽  
Modern Dance ◽  
Cross Cultural ◽  
Black Sheep ◽  
Research And Teaching ◽  
Global Movement ◽  
Intensive Program ◽  
Dance Ethnology ◽  
The University ◽  
The Impact

I am both honored and humbled to comment about the impact of Deidre Sklar's work on my research and teaching. More than anything, I consider Dr. Deidre Sklar a kind of dance ethnology big sister. I first learned of her when I was a student at the University of California Los Angeles's (UCLA) internationally recognized former dance ethnology program, where Deidre had attended nearly a decade before me. Those of us who went through this unique and intensive program often felt as if we knew each other, even if we had never met. The program was a kind of nation of black sheep; we were kindred spirits in our love and participation of different kinds of global movement practices at a time when ballet and modern dance were exclusively the norm. Also, our mentors, Allegra Fuller Snyder and Elsie Ivancich Dunin, made it a point to share the distinctive investigations of our predecessors. So I think it was in this context that I first learned of Deidre. Over the years, I recall short but poignant conversations with her which left me pondering for months afterwards. Some of our fleeting encounters occurred in the bustling dark hallway of an American Anthropology Association (AAA) conference hotel in San Francisco, taking in the arid air outside of the Cross-Cultural Dance Resources (CCDR) meeting space in Flagstaff, or smelling fire-baked tortillas and hearing cocoon rattles as we stood observing the awe-inspiring Yaqui Easter ceremony in Tucson. As a newbie dance ethnologist in those years, I found Deidre's strong, direct ways, her laser sharp insights, thought provoking questions, and bold comments somewhat intimidating—all features I have grown to admire and value now.

scholarly journals Social and Professional Impact of Learning Communities Within the Alliances for Graduate Education and the Professoriate Program at Michigan State University

2021 ◽  
Vol 12 ◽  
Author(s):  
Steven D. Thomas ◽  
Abdifatah Ali ◽  
Karl Alcover ◽  
Dukernse Augustin ◽  
Neco Wilson
Keyword(s):  
Native American ◽  
Graduate Students ◽  
Learning Communities ◽  
Learning Community ◽  
Doctoral Students ◽  
Graduate Student ◽  
Michigan State University ◽  
State University ◽  
High Satisfaction Rate ◽  
The Impact

At Michigan State University (MSU), the AGEP learning community features the participation of over 70% of the African-American, Latinx, and Native-American under-represented minorities (URM), also referred to as Black, Indigenous, and People of Color (BIPOC) doctoral students in fields sponsored by the National Science Foundation (NSF). Monthly learning community (LC) meetings allow AGEP participants to create dialogues across disciplines through informal oral presentations about current research. The learning communities also offer opportunities to share key information regarding graduate school success and experience; thus providing a social network that extends beyond the academic setting. At MSU, AGEP also provides an interdisciplinary and multigenerational environment that includes graduate students, faculty members, post-docs and prospective graduate students. Using monthly surveys over a 4-year period, we evaluated the impact of this AGEP initiative focusing on the utility of the program, perceptions of departmental climate, career plans and institutional support. Findings indicate that AGEP participants consider their experiences in the program as vital elements in the development of their professional identity, psychological safety, and career readiness. Experiences that were identified included networking across departments, focus on career placement, involvement in minority recruitment and professional development opportunities. Additionally, AGEP community participants resonated with the “sense of community” that is at the core of the MSU AGEP program legacy. In this article, we proposed a variation of Tomlinson’s Graduate Student Capital model to describe the AGEP participants’ perceptions and experiences in MSU AGEP. Within this 4-year period, we report over 70% graduation rate (completing with advanced degrees). More than half of Ph.D. students and almost 30% of master’s degree students decided to pursue academia as their careers. In addition, we found a high satisfaction rate of AGEP among the participants. Our analysis on graduate student capital helped us identify motivating capital development by years spent at MSU and as an AGEP member. These findings may provide some insight into which capitals may be deemed important for students relative to their experiences at MSU and in AGEP and how their priorities change as they transition toward graduation.

scholarly journals The Cruel Optimism of The Good Wife

2016 ◽  
Vol 18 (2) ◽  
pp. 165-183 ◽  
Author(s):  
Shani Orgad
Keyword(s):  
Middle Class ◽  
Lived Experience ◽  
Sense Of Self ◽  
Professional Performance ◽  
Self Confidence ◽  
Professional Woman ◽  
Good Wife ◽  
Individual Self ◽  
The Impact

This article juxtaposes The Good Wife’s ( TGW) representation of Alicia Florrick’s experience as a professional woman and a mother, against interview accounts of middle-class women who left successful careers after having children. I show that TGW furnishes a compelling fantasy based on (1) the valorization of combining motherhood with competitive, long-hours high-powered waged work as the basis for a woman’s value and liberation, and (2) an emphasis on women’s professional performance and satisfaction as depending largely on their individual self-confidence and ability to “lean in,” while marginalizing the impact of structural issues on women’s success and workplace equality. This fantasy fails to correspond to women’s lived experience, but shapes their sense of self in painful ways. The TGW fantasy thus involves a relation of “cruel optimism”: it attracts women to desire it while impeding them from tackling the structural issues that are obstructing realization of their desire.

scholarly journals ISSUES AND CHALLENGES IN MAINTAINING MOTIVATION TO LEARN ENGLISH IN RURAL MADRASAH CONTEXT

2016 ◽  
Vol 5 (2) ◽  
pp. 173-183
Author(s):  
Mochammad Imam Machfudi
Keyword(s):  
Lived Experience ◽  
Rural Areas ◽  
Cultural Context ◽  
Self Esteem ◽  
Motivational Strategies ◽  
Teaching English ◽  
Self Confidence ◽  
Compulsory Subject ◽  
The Impact ◽  
Difficult Subject

Issues and challenges in teaching English in rural madrasahs are enormous. Despite the fact that English is considered to be a difficult subject, its presence as a compulsory subject does not seem desirable in such a situation. In this socio-cultural context, maintaining motivation is an important element among the challenges where the students are not motivated to learn English. This article explains the issues and challenges and the motivational strategies developed by Madrasah Tsanawiyah teachers of English in teaching English in their context and the impact on their students. By analysing the teachers’ lived-experience through their stories this research finding shows that there are three kinds of motivational strategies enacted by the teachers of English in the rural areas of East Java including giving rewards, positive feedback, and increasing self-esteem and self-confidence. These three elements of external motivation indicate that the motivation plays a significant role in engaging students to learn English.

Enhancing Clinical Supervision Using High-Definition Real-Time Digital Recording, Annotation, and Bluetooth Technology

2019 ◽  
Vol 4 (2) ◽  
pp. 356-362
Author(s):  
Jennifer W. Means ◽  
Casey McCaffrey
Keyword(s):  
Graduate Students ◽  
Data Collection ◽  
Real Time ◽  
Clinical Supervision ◽  
Video Recording ◽  
Advanced Technology ◽  
High Definition ◽  
Recording Technology ◽  
Self Confidence ◽  
Additional Data Collection

Purpose The use of real-time recording technology for clinical instruction allows student clinicians to more easily collect data, self-reflect, and move toward independence as supervisors continue to provide continuation of supportive methods. This article discusses how the use of high-definition real-time recording, Bluetooth technology, and embedded annotation may enhance the supervisory process. It also reports results of graduate students' perception of the benefits and satisfaction with the types of technology used. Method Survey data were collected from graduate students about their use and perceived benefits of advanced technology to support supervision during their 1st clinical experience. Results Survey results indicate that students found the use of their video recordings useful for self-evaluation, data collection, and therapy preparation. The students also perceived an increase in self-confidence through the use of the Bluetooth headsets as their supervisors could provide guidance and encouragement without interrupting the flow of their therapy sessions by entering the room to redirect them. Conclusions The use of video recording technology can provide opportunities for students to review: videos of prospective clients they will be treating, their treatment videos for self-assessment purposes, and for additional data collection. Bluetooth technology provides immediate communication between the clinical educator and the student. Students reported that the result of that communication can improve their self-confidence, perceived performance, and subsequent shift toward independence.

Cross-Cultural Differences in the Impact of a Productivity Intervention

2006 ◽  
Author(s):  
Anthony R. Paquin ◽  
Sylvia G. Roch ◽  
Maria L. Sanchez-Ku
Keyword(s):  
Cultural Differences ◽  
Cross Cultural ◽  
Cross Cultural Differences ◽  
The Impact

Gifted Students' Motivation and its Impact on the Development of their Giftedness

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Hussein SALEM MUBARAK BARABWD ◽  
Mohammad YUSOFF BIN MOHD NOR ◽  
Noriah Mohd Ishak
Keyword(s):  
Extrinsic Motivation ◽  
Gifted Students ◽  
Qualitative Approach ◽  
The Other ◽  
Phenomenological Method ◽  
Self Confidence ◽  
Verbal Praise ◽  
Intrinsic Motivations ◽  
The Impact ◽  
Intrinsic And Extrinsic Motivations

The aim of the current study is to examine the intrinsic and extrinsic motivations of the gifted students from Hadhramout Gifted Center HGC in Yemen, and to investigate the impact of these intrinsic and extrinsic motivations on their giftedness development. A qualitative approach was adopted; data has been collected through an open- ended questionnaire that was prepared by the researcher and distributed among a sample of gifted students who were chosen purposively from HGC. The interpretative phenomenological method has been used to analyze the data using, Atlas ti. The results indicate that the majority of the participants consider it interesting to explore new things, and experience curiosity and desire to achieve their goals as their intrinsic motivations. Whereas, the minority consider preference to serve the community, competition preference and self-confidence as their intrinsic motivations. On the other hand, half of the participants consider rewards as their extrinsic motivation, whereas 40 % of them consider exams scores, verbal praise, parents and environment as their extrinsic motivations. Regarding the impact of intrinsic and extrinsic motivations on the development of giftedness, the majority of the participants believe that intrinsic and extrinsic motivations affect positively the development of their giftedness development. Finally, based on the findings, some recommendations were provided. 

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