Citation

Needed: More African American Female Academicians – How Mentoring Prepares More African American Women for the Professoriate in Educational Leadership at Predominantly White Institutions

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Abstract:

A growing body of literature links mentoring to the academic achievement of graduate students (Davidson & Foster, 2001; Jacobi, 1991), but limited empirical studies in educational environments connecting the mentoring experiences of African-American female doctoral students in predominantly White institutions (PWIs) and graduation success has left a void in our understanding of the significance of mentoring on the doctoral completion success of African-American female doctoral students in PWIs. This study addresses this void by presenting experience narratives of five former African-American female doctoral students in Educational Leadership Programs who matriculated in separate PWIs. Specific mentoring strategies acclaimed by these women to be most salient in their graduation success in educational leadership at their PWI are provided. Grant & Simmons’ (2008) study found that mentoring was most essential to the survival and achievement of African American female doctoral students at PWIs. Therefore, findings will be situated within the framework of black feminism and will look beyond the three traditional mentoring frameworks (Jacobi, 1991).
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Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378464_index.html
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MLA Citation:

Grant, Ed.D., Cosette. "Needed: More African American Female Academicians – How Mentoring Prepares More African American Women for the Professoriate in Educational Leadership at Predominantly White Institutions" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378464_index.html>

APA Citation:

Grant, Ed.D., C. M. "Needed: More African American Female Academicians – How Mentoring Prepares More African American Women for the Professoriate in Educational Leadership at Predominantly White Institutions" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378464_index.html

Publication Type: Symposium Paper
Abstract: A growing body of literature links mentoring to the academic achievement of graduate students (Davidson & Foster, 2001; Jacobi, 1991), but limited empirical studies in educational environments connecting the mentoring experiences of African-American female doctoral students in predominantly White institutions (PWIs) and graduation success has left a void in our understanding of the significance of mentoring on the doctoral completion success of African-American female doctoral students in PWIs. This study addresses this void by presenting experience narratives of five former African-American female doctoral students in Educational Leadership Programs who matriculated in separate PWIs. Specific mentoring strategies acclaimed by these women to be most salient in their graduation success in educational leadership at their PWI are provided. Grant & Simmons’ (2008) study found that mentoring was most essential to the survival and achievement of African American female doctoral students at PWIs. Therefore, findings will be situated within the framework of black feminism and will look beyond the three traditional mentoring frameworks (Jacobi, 1991).


Similar Titles:
Traversing Social (In)Justice in Educational Leadership Preparation: Counter-Narratives of African American Women

Academic Self-Concept of High-Achieving African American Collegians at a Predominantly White Institution (PWI)

Mentoring Women in Educational Leadership Preparation: Findings from a Pilot Survey of UCEA Member Institutions


 
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