scholarly journals Is Trustworthiness Important in a Doctoral Mentor? Toward a Theory of Tough Love Mentoring

10.28945/4419 ◽  
2019 ◽  
Vol 14 ◽  
pp. 613-635
Author(s):  
Laura Roberts ◽  
Susan C Ferro-Almeida
Keyword(s):  
Doctoral Students ◽  
Psychosocial Support ◽  
Optimal Growth ◽  
The United States ◽  
Future Research ◽  
Structured Interviews ◽  
Personal Support ◽  
Trust Relationships ◽  
The Arts ◽  
High Standards

Aim/Purpose: Doctoral education faces a serious problem: many students across the country begin the degree, but never graduate. However, effective mentoring can help students attain graduation, signaling their successful transformation to scholar. We believe the power of the mentor to bring about the transformation from student to scholar has to do with the quality of the relationship between mentor and protégé. In particular, we believe this relationship is most effective if it is characterized by the mentor’s tough love. Our purpose in this study was to interview mentors who are considered effective, to learn their thoughts on the importance of trust relationships, and to learn their ways in nurturing these relationships. Background: A mentor is a senior, more experienced person who guides a junior, less experienced person (in this context, a doctoral student). The role of the mentor is to provide guidance, modeling, technical support, personal support, and psychosocial support. In this paper, we sought to put forth a theory to explain the kinds of behaviors and attitudes that would characterize an effective mentor. The theory, called tough love theory, is a merger between parenting theory and trust theory. According to tough love theory, mentors who are benevolent, competent, honest, reliable, and demanding will bring about optimal growth of students. Methodology: We conducted semi-structured interviews of 21 effective mentors of doctoral students representing seven universities across the United States. We conducted conventional and summative content analysis of the qualitative data. Contribution: This study contributes new insights to guide a doctoral mentor on ways to develop a relationship with a protégé that will provide a catalyst for growth. Findings: The findings were consistent with tough love theory. Moreover, an emergent theme of the research was the dynamic nature of the mentor–protégé relationship, whereby the dependent student transforms into an autonomous, independent scholar. Recommendations for Practitioners: We recommend that doctoral mentors become tough love mentors, i.e., mentors who are trustworthy and who possess high standards. Recommendation for Researchers: These findings have implications for the development of mentor relations theory. Specifically, we identified the following characteristics that effective mentors believed to be necessary for protégé success: trustworthiness and high standards. Impact on Society: We believe the characteristics of effective mentors may generalize to doctoral study in other disciplines, such as the sciences and the arts. We also believe the characteristics of effective mentors may generalize to other contexts, such as business. Future Research: We encourage future researchers to test the tough love mentoring theory with quantitative data.

scholarly journals An Effective Doctoral Student Mentor Wears Many Hats and Asks Many Questions

10.28945/4195 ◽  
2019 ◽  
Vol 14 ◽  
pp. 133-159 ◽  
Author(s):  
Laura R. Roberts ◽  
Christa M Tinari ◽  
Raymond Bandlow
Keyword(s):  
Doctoral Students ◽  
Research Methods ◽  
Time Management ◽  
Quantitative Methods ◽  
Doctoral Programs ◽  
Doctoral Student ◽  
Research Question ◽  
The United States ◽  
Future Research ◽  
Structured Interviews

Aim/Purpose: Doctoral student completion rates are notoriously low; although statistics differ depending on which study one consults, a typical completion rate is about 50%. However, studies show mentors can use strategies to improve students’ graduation rates. Our purpose was to learn from effective mentors about the processes they believe are most important in guiding doctoral students to the successful completion of a dissertation and, specifically, the strategies they implement to help students with writing and research methods. The study was confirmatory and exploratory; we posed several hypotheses and we were attentive to emergent themes in the data. Background: This paper addresses the problem by providing practical strategies mentors can use to help students succeed. Methodology: We conducted semi-structured interviews of 21 effective mentors of doctoral students representing highly ranked educational programs at universities across the United States. We conducted conventional and summative content analysis of the qualitative data. Contribution: This research showed that effective mentors provide students with technical support (e.g., scholarly writing and research methods), managerial support (e.g., goal-setting and time management), and emotional support in the form of encouragement. This research goes beyond prior studies by providing specific strategies mentors can apply to improve their practice, particularly regarding support with research methods. Findings: The data showed that encouragement, help with time management, and timely communication were key strategies mentors used to support students. Mentors also provided resources and directed students to use skills learned in previous coursework. Many mentors spoke about the importance of writing a strong research question and allowing the question to guide the choice of methods rather than the other way around. Mentors also said they pushed students to conform to APA style and they used Socratic methods to help students develop the logical organization of the manuscript. Many mentors referred students to methodologists and statisticians for help in those areas. Recommendations for Practitioners: Individual mentors should conduct a self-assessment to learn if they need to improve on any of the technical, managerial, and interpersonal mentoring skills we identified. Moreover, doctoral programs in educational leadership and related areas are advised to conduct careful assessments of their faculty. If they find their faculty are lacking in these mentoring skills, we recommend that they engage in professional development to increase their capacity to provide effective mentoring. Recommendation for Researchers: We recommend that future researchers continue to explore strategies of effective mentors. In particular, researchers should interview mentors who specialize in quantitative methods to learn if they can offer clever and innovative approaches to guide doctoral students. Impact on Society: We conclude this paper with practical strategies to help mentors become more effective. We also make some policy recommendations that we believe can improve the mentoring process for doctoral programs in education. We believe better scholarship at the doctoral level will provide new knowledge that will benefit society at large. Future Research: This research was a springboard for some new research questions as follows. We recommend future researchers to study how often effective mentors meet with students, how quickly they provide feedback on written drafts, and their strategies for delivering tough feedback in a caring way (i.e., feedback that the student’s work did not meet expectations).

The Importance of Tough-Love Mentoring to Doctoral Student Success: Instruments to Measure the Doctoral Student/Proteges’ Perspective

10.28945/4630 ◽  
2020 ◽  
Vol 15 ◽  
pp. 485-516
Author(s):  
Laura Roberts
Keyword(s):  
Doctoral Students ◽  
Graduation Rates ◽  
Validation Study ◽  
Doctoral Student ◽  
Doctoral Program ◽  
The United States ◽  
Assessment Tools ◽  
Unique Contribution ◽  
Program Administrators ◽  
High Standards

Aim/Purpose: The purpose of this study is to examine tough-love mentoring theory (TLM) as a potential way to address the problem of low graduation rates among doctoral students. Background: In order to address this purpose, the researcher presents the following: a) a validation study for assessment tools pertaining to TLM and b) a validation study of TLM theory and its two sub-theories: mentor integrity and trustworthiness sub-theory (MIT) and the mentor high standards sub-theory (MHS). Methodology: The researcher tested the validity of the mentor integrity and trustworthiness scale from the protégés’ perspective (MIT-P), the mentor high standards scale from the protégés’ perspective (MHS-P) and the protégés’ perceptions of their own independence (PPI) scale. The sample consisted of 31 doctoral protégés recruited with multi-phase sampling at four education-related doctoral programs in the eastern part of the United States. Contribution: The study provides evidence to support TLM as a strategy to address the problem of low graduation rates among doctoral students. In addition, the study contributes validation of assessment tools that can be used to measure doctoral protégés’ perceptions of their mentors. Findings: For each scale, the data show acceptable levels of internal consistency and evidence of content validity. The data are consistent with the TLM theory and its two sub-theories. The unique contribution of the current study is that it draws from the protégés’ perspective. Recommendations for Practitioners: The researcher presents a) strategies protégés can use to find trustworthy mentors with high standards and b) strategies program administrators can use for professional development of doctoral mentors. The researcher also provides the Right Angle Research Alignment (RARA) table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: It is recommended that researchers use experimental methods to test TLM theory and the sub-theories, MIT and MHS. Impact on Society: This theory may be useful in business and in the arts and in other teaching relationships such as coaching and tutoring. The researcher encourages scholars to test TLM theory in these other contexts. Future Research: Further research questions that arise from this study are as follows: How can protégés find mentors who have high standards and who are trustworthy? What can doctoral program administrators do to help mentors develop high standards and trustworthiness?

Navigating the Academic Developmental Maze

2015 ◽  
Vol 6 (1) ◽  
pp. 1-17
Author(s):  
Kathleen P. King ◽  
Lu Norstrand ◽  
Julie A. Leos
Keyword(s):  
Doctoral Students ◽  
The United States ◽  
Future Research ◽  
College And University ◽  
The Past ◽  
International Graduates ◽  
International Doctoral Students ◽  
Faculty Mentors ◽  
University Classrooms ◽  
Research Recommendations

As an increased number of international students join College and University classrooms across the United States, their transition and acclimation to campuses has received attention over the past few years, particularly, in the areas of preparation and acculturation. This topic is important because faculty mentors can play a pivotal role in the professional development of international doctoral students. This article addresses these needs with a model which integrates adult learning and mentoring strategies to support international doctoral students. The model includes developing the skills which not only international graduates, but all graduates will benefit from in the 21st century. The significance of this model is its contribution to develop the valuable capabilities of proactive, problem solving, self-directed learners/academics able to self-reflect and navigate different cultural environments than their own. The discussion also provides future research recommendations.

An Empirical Investigation of Mental Illness, Impostor Syndrome, and Social Support in Management Doctoral Programs

2020 ◽  
pp. 105256292095319
Author(s):  
Adam Pervez ◽  
Lisa L. Brady ◽  
Ken Mullane ◽  
Kevin D. Lo ◽  
Andrew A. Bennett ◽  
...  
Keyword(s):  
Social Support ◽  
Mental Illness ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Mental Illnesses ◽  
Future Research ◽  
Depression And Anxiety ◽  
Structured Interviews ◽  
Symptoms Of Depression ◽  
Impostor Syndrome

Scholars in multiple cross-disciplinary studies have found rates of mental illness among graduate students exceed the reported averages. Yet mental illness among management doctoral students remains largely unexplored. In this study, we surveyed 113 management doctoral students to ascertain the prevalence of symptoms for two common mental illnesses, depression and anxiety, as well as experiences of impostor syndrome and perceived sources of social support. Empirical findings from the first phase of our research suggest that management doctoral students are at greater risk than the general population of experiencing symptoms of depression, anxiety, and feelings of being an impostor. However, social support from a supervisor and from friends was negatively related to symptoms of depression and anxiety, indicating that these sources can be helpful. In phase two of our research, a thematic analysis of data from structured interviews with nine management doctoral students revealed themes linking impostor syndrome with social support, highlighting that the type of social support may be as beneficial as the source of social support. Recommendations for future research, as well as for students, supervisors, and administrators, are provided.

Arts Education as a Vehicle for Social Change: An Empirical Study of Eco Arts in the K-12 Classroom

2017 ◽  
Vol 33 (2) ◽  
pp. 61-80 ◽  
Author(s):  
Jeniffer Sams ◽  
Doreen Sams
Keyword(s):  
No Child Left Behind ◽  
Arts Education ◽  
Creative Thinking ◽  
The United States ◽  
Self Report ◽  
Future Research ◽  
Bottom Line ◽  
The Arts ◽  
K 12

AbstractArts education has been part of the United States K-12 educational system for over a century. However, recent administrative policy decisions addressed theeconomic bottom lineand the 1983 report,A Nation at Risk, and complied with theNo Child Left Behind (NCLB) Act of 2001(U.S. Department of Education, 2001). These decisions resulted instandardisationof both core curricula and testing, leaving arts programs to function in a diminished capacity, curtailing both individuality and creative thinking. This study unpacks the role of the arts as change agents with the ability to: address current discourse; question ideologies and culture; convey complex problems in artistic form; engage the viewer in aesthetics; provide a perspective not found in regimented thinking; and empower creative problem solvers. This work also highlights the role of eco-art as a medium for addressing complex environmental challenges. The study also empirically examines, through a self-report survey, K-12 arts educators’ perceptions of integrating eco-arts into curricula. Findings revealed respondents’ desire to integrate eco-arts into the arts curricula and identified the most significantly perceived barriers to integration, as well as the role of policy on practicality. The authors also identify the study's limitations and recommend areas for future research.

scholarly journals The Validation of Using Assessment Tools and a Theory to Mentor Doctoral Students with Integrity and Trustworthiness

10.28945/4475 ◽  
2020 ◽  
Vol 15 ◽  
pp. 029-056
Author(s):  
Laura Roberts
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Graduation Rates ◽  
Research Methods ◽  
Content Validity ◽  
Doctoral Programs ◽  
The United States ◽  
Assessment Tools ◽  
Future Research ◽  
Safe Haven

Aim/Purpose: The primary aim of this study was to reveal the assessment tools and a theory preferred to mentor doctoral students with integrity and trustworthiness. The connection between mentors’ feelings of trustworthiness and protégé success were explored. Background: This study examines the concept presented in 1983, 1985, and 1996 by Kram of mentor relations (MR) theory, which illustrates that graduation rates can improve with effective mentoring. In the United States, doctoral programs have low graduation rates. Scholars and researchers agree that doctoral programs must develop ways and means to improve their graduation rates. This researcher examined an extension of Kram’s mentor relations theory by employing the Mentor Integrity and Trustworthiness (MIT) theory, which depicts that mentors with a strong sense of integrity and trustworthiness provide a safe haven for protégés to succeed. As supported by Daloz, a trustworthy mentor provides a safe haven for protégés to take the intellectual risks required to produce an original contribution to the canon of scholarly knowledge in the form of a doctoral dissertation. Methodology: A quantitative research methodology of data collection ensued including the researcher generated MIT scale and the mentors’ perceptions of protégés’ independence (MPPI) scale, a survey to establish acceptable levels of internal consistencies for items on the two scales, a supported evidence of the content validity of the two scales, the researcher’s analysis of the validity of the MIT theory, and a multi-stage sampling method to recruit a research sample of 50 mentors from four universities in the eastern part of the United States from several education-related doctoral programs. The doctoral programs were diverse in terms of selectivity, type of degree, and mentors’ years of experience. Contribution: This research study contributes to existing literature knowledge by generating the relationship between mentors’ feelings of trustworthiness and protégés’ success as measured by graduation rate and the number of awards won by protégés. The validation of the mentor integrity and trustworthiness (MIT) scale and the mentor perceptions of protégé independence (MPPI) scale, and the supported evidence of content validity and reliability for both scales will deepen and extend the discussion of doctoral mentoring in higher education. Findings: Results indicated that mentors’ feelings of trustworthiness were correlated with the number of dissertation awards won by protégés and with graduation rates. Graduation rates and dissertation awards rates were not measured directly, but were reported by the mentors. In addition, the researcher found that mentors perceived their protégés to be independent scholars, in general, however, minimally in the area of writing the research methods section of their dissertation. Recommendations for Practitioners: The researcher discussed the practical implications for mentors’ professional development in trustworthiness and integrity. The researcher also provided the Right Angle Research Alignment table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: Researchers should continue to explore MIT theory with experimental methods to attempt to improve the internal validity of the theory. Impact on Society: The researcher encourages scholars to test the MIT theory in mentoring relationships that go beyond doctoral studies such as mentoring in business and in the arts. The researcher also encourages scholars to test whether the MIT theory is relevant in other kinds of teaching relationships such as coaching and tutoring. Future Research: Further research questions that arise from this study are as follows: What can mentors do to improve their integrity? What can mentors do to improve their feelings of trustworthiness? How can the MIT and MPPI instruments be refined and improved?

scholarly journals Arts engagement facilitated by artists with individuals with life-limiting illness: A systematic integrative review of the literature

2021 ◽  
pp. 026921632110458
Author(s):  
Jenny Baxley Lee ◽  
Sonja McIlfatrick ◽  
Lisa Fitzpatrick
Keyword(s):  
Palliative Care ◽  
Sense Of Self ◽  
Well Being ◽  
The United States ◽  
Health Condition ◽  
Future Research ◽  
Eligibility Criteria ◽  
The Arts ◽  
Art Form ◽  
Arts Engagement

Background: Living with life-limiting illness significantly impacts quality of life. A growing body of evidence suggests that arts engagement facilitated by artists promotes well-being. However, no synthesis of the literature exists to describe arts engagement delivered by artists with individuals receiving palliative care. Aim: To systematically review and synthesize evidence to identify outcomes and key knowledge gaps to inform future research and practice. Design: A systematic integrative literature review was conducted using a pre-defined search strategy and reported using PRISMA guidelines. Analysis was conducted iteratively and synthesis achieved using constant comparison to generate themes. Data sources: PubMed/MEDLINE, CINAHL, PsycINFO, Scopus, Web of Science, and Embase were searched for studies published between database inception and August 2020. Search terms included variations on arts/artists; patients/service users; and palliative or end-of-life care. Eligibility criteria was applied and study quality assessed. Results: Seven reviewed studies explored literary, performing, and visual arts engagement in hospitals, hospice and community settings in England, the United States, France, and Canada. Study designs, interventions and findings were discussed. Themes identified across studies associated arts engagement with (1) a sense of well-being, (2) a newly discovered, or re-framed, sense of self, (3) connection with others, and (4) challenges associated with practice. Conclusion: Recommendations for future research were offered in order to maximize benefits, minimize risks and address complexity of artists’ engagement in palliative care including: (1) consistency in methods and reporting; (2) inclusion of wider perspectives; and (3) key considerations for adapting the arts by health condition and art form.

scholarly journals Re-envisioning Doctoral Mentorship in the United States: A Power-Conscious Review of the Literature

10.28945/4735 ◽  
2021 ◽  
Vol 16 ◽  
pp. 237-252
Author(s):  
Genia M. Bettencourt ◽  
Rachel E. Friedensen ◽  
Megan L Bartlett
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Doctoral Education ◽  
The United States ◽  
Future Research ◽  
Power Dynamics ◽  
Research Findings ◽  
Direct Applicability ◽  
Important Form ◽  
The U.S

Aim/Purpose: Multiple barriers exist within doctoral education in the United States that can undermine the success of students, particularly for students with marginalized identities. While mentorship can provide an important form of support, it must be done in an intentional way that is mindful of issues of equity and power. Background: By applying a power-conscious framework to current practices of doctoral mentorship in the U.S., we propose key considerations to help support doctoral students and shift power imbalances. Methodology: As a scholarly paper, this work draws upon a comprehensive review of existing research on doctoral mentorship in the U.S. Contribution: As a relatively recent development, the power-conscious framework provides an important tool to address issues of inequity that has not yet been applied to doctoral mentorship to our knowledge. Such a framework provides clear implications for mentorship relationships, institutional policies, and future research. Findings: The power-conscious framework has direct applicability to and possibility for reshaping doctoral mentorship in the U.S. as well as elsewhere. Each of the six foci of the framework can be integrated with research on doctoral students to help formal and informal mentors enhance their practice. Recommendations for Practitioners: Throughout our analysis, we pose questions for mentors to consider in order to reflect upon their practice and engage in further exploration. Recommendation for Researchers: Research on doctoral mentorship should explicitly engage with broader dynamics of power, particularly as related to understanding the experiences of marginalized student populations. Impact on Society: The demanding nature of and precarity within U.S. doctoral education leads to high rates of departure and burnout amongst students. By re-envisioning mentorship, we hope to begin a broader re-imagining of doctoral education to be more equitable and supportive of students. Future Research: To examine these claims, future research should explore doctoral student mentorship relationships and how power dynamics are contained therein both within the U.S. and in international contexts.

scholarly journals Doctoral Students Living, Leading, and Learning During a Pandemic

2021 ◽  
Vol 6 (2) ◽  
pp. 25-33
Author(s):  
Debra Bukko ◽  
Jaskaran Dhesi
Keyword(s):  
Transformative Learning ◽  
Doctoral Students ◽  
Future Research ◽  
Self Awareness ◽  
State University ◽  
Structured Interviews ◽  
Group Data ◽  
Focus Group Data ◽  
Uncertain Time ◽  
The Impact

Purpose: The purpose of this study was to understand the impact of COVID-19 on doctoral students’ personal, professional, and academic roles and factors contributing to their persistence during the pandemic.Research Methods: The researchers engaged in qualitative research at a California State University CPED-inspired Ed.D. program, using semi-structured interviews, document analysis and a focus group. Data were analyzed through the CPED mentoring and advising framework, transformative learning theory, and self-authorship theory.Results: Three themes emerged: a convergence of roles within home and virtual spaces, leading in a complex and uncertain time, and caring relationships encourage persistence.Implications: Participants experienced increased self-awareness and development of cognitive, interpersonal, and intrapersonal dimensions of self. Relationships between cohort members and with faculty were integral to student persistence during a time of significant change and uncertainty. Recommendations for practice within Ed.D. programs and for future research are offered.

The Storytelling Project Model: A Theoretical Framework for Critical Examination of Racism through the Arts

2010 ◽  
Vol 112 (9) ◽  
pp. 2295-2319 ◽  
Author(s):  
Lee Anne Bell ◽  
Rosemarie A. Roberts
Keyword(s):  
Staff Development ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
The United States ◽  
Future Research ◽  
Critical Examination ◽  
Post Secondary ◽  
The Arts ◽  
Project Model ◽  
Action Networks

Background/Context Research in Europe and the United States shows that racial position shapes and gives voice to the stories people tell about race and racism, and filters how such stories are perceived and understood by listeners. Although not uniformly the case, people from the majority White racial group tend to emphasize forward progress and the declining significance of race. Minoritized people of color more often note the enduring impact of racism as a barrier to racial progress. Purpose This article describes the evolution of a theoretical model for teaching critically about racism and racial stories utilizing the arts. We reflect on the collaborative theory-building process used to develop the model, our use of the arts to create spaces of teaching and learning where racial stories can be unsettled and reexamined, and the potential of this model to guide educational projects in which participants construct alternative stories geared toward social justice. Research Design This is an analytic essay that describes the development of a theoretical construct. Conclusions/Recommendations We discuss plans for future research on the relevance of the model for teachers, teacher staff development, and curriculum design in secondary and post-secondary classrooms and in community-based dialogues and collaborative action networks.

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