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Mentoring relationships in academe: an examination of underrepresented racial minorities’ graduate school experience
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Palmer, Catrina. Mentoring relationships in academe: an examination of underrepresented racial minorities’ graduate school experience. Retrieved from https://doi.org/doi:10.7282/t3-drce-7750

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TitleMentoring relationships in academe: an examination of underrepresented racial minorities’ graduate school experience
NamePalmer, Catrina (author); DiTomaso, Nancy (chair); DiTomaso, Nancy (member); McKay, Patrick F (member); Ciulla, Joanne (member); Scandura, Teresa (member); Rutgers University; Graduate School - Newark
Date Created2021
Other Date2021-10 (degree)
SubjectOrganizational behavior, Faculty advisors, Mentoring in education, Minority graduate students
Extent1 online resource (ix, 170 pages) : illustrations
DescriptionRecent research has provided evidence that underrepresented racial minorities receive substantially less support than their White and Asian counterparts from academic advisors. This presents a critical issue: beyond providing custodial duties, advisors are also known to supply their current and former students with intangible support such as advocacy, coaching, and ongoing support in graduate school and in their early careers. Hence, in order to better understand how to retain a diverse faculty in the professoriate, I examine the circumstances in which an advisor is likely to take on a mentoring role in the advising relationship, i.e., one that extends beyond their custodial duties, for White and Asian versus for underrepresented racial minority doctoral students. In doing so, I extend the mentoring literature, showing that, in the context of academia, the progression of mentorship through distinct stages (i.e., initiation, cultivation, and separation or redefinition) cannot be understood without considering what takes place in the early stages of the relationship through graduate school and into the first academic job of the advisee. To better understand the behavioral processes that define the progression of advising relationships, I use a multi-method design including in-depth interviews, a survey, and the construction of a database of research publications conducted jointly by junior faculty members and their former dissertation advisors in the context of a business school setting. In examining the development and transformation of the relationship between the advisee and advisor, I shed light on underrepresented racial minorities’ career progression in the academic pipeline.
NotePh.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-drce-7750
LanguageEnglish
CollectionGraduate School - Newark Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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