Mentoring Diverse Doctoral Students

By Emma Miller and Georgianna Duarte.

Published by The International Journal of Diversity in Education

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The session will provide a conceptual framework of mentoring practices. Research has shown an increase in diverse doctoral student populations, and how mentoring has a significant relationship to student completion and retention. There are various benefits of mentoring doctoral students, and there is research (Smith et al., 2006; Barnes et al., 2010; Creighton et al., 2010) that shows that the advising and mentoring relationships at the doctoral level are critical for degree completion. Barnes et al. (2010) indicates doctoral advisors are a source of academic support to students who provide opportunities to participate in research, publishing, and conference presentations. In working with diverse populations, there exists significant work and challenges in meeting the academic needs of diverse doctoral candidates. Mentors today “have to have experience as mentees and need motivation, other than their own experience, to help them see the importance of the role” (Davidhizar, 1988, p. 780). Doctoral students who are mentored learn “the meaning of mentoring and become receptive to accepting the efforts of the mentor, and in doing so, learn to become mentors themselves” (Creighton et al., 2010). In doctoral education, the mentoring relationship’s goal is to help prepare the student for their professional career, and the presenters will share their professional perspectives.

Keywords: Mentoring, Doctoral Student, Retention, Diversity

The International Journal of Diversity in Education, Volume 12, Issue 1, pp.27-34. Article: Print (Spiral Bound). Article: Electronic (PDF File; 233.160KB).

Dr. Emma Miller

Director of Space Management, Facilities and Planning, University of Texas at Brownsville, Brownsville, TX, USA

Dr. Emma Miller has completed her dissertation in the area of Doctoral Mentoring and Student Retention and Attrition at Walden University. She has been in administration at the University of Texas at Brownsville for over 16 years, and teaches courses in the School of Business.

Dr. Georgianna Duarte

Professor in Early Childhood Education, College of Education, Department of Educational Psychology and Leadership Studies, University of Texas at Brownsville, Brownsville, USA

Dr. Georgianna Duarte is a professor in Early Childhood Education at the University of Texas at Brownsville. She has a PhD in Early Childhood Education and teaches a variety of ECE graduate courses at the University of Texas at Brownsville, on the border of US/MX. She has been engaged in international work for over 20 years, and over 8 years of collaboration in Peru. She has been a consultant, trainer, and program reviewer for the Office of Head Start for over 20 years. She has written in international journals, and is presently planning a book about Migrant Children. She just recently completed a training in International Education Diplomacy in Washington DC provided by Association of Child Education International. Dr. Duarte serves on the executive board of the International Play Association USA, and is chair of the International Committee in Association of Childhood International (ACEI). She serves as the Vice President of International Play Association of North America. She is a relentless advocate for equity, respect and justice for young children and families as she continues her own professional journey of deeper cultural and linguistic understanding of our planet.