Abstract
The purpose of this study is to examine the relationship and the importance of connecting the African American doctoral students and their advisors in the mentor roles. More specifically, this study brings to the forefront the importance as well as the impact of mentors/advisors and their roles in facilitating academic success for African American doctoral students. Many African American doctoral students are typically misunderstood and misdirected in the types of support that they may need to succeed in graduate school (Gallien & Peterson, 2005). Mentors/advisors and the roles that they have are essential to the success of African American doctoral students. The support structures surrounding the mentor/advisor relationship in this research are essential to how it relates to the needs of the African American doctoral student on a predominately White campus. Given the findings, recommendations are provided for future research and for administrators at predominately White Institutions.
Recommended Citation
Kador, James T. and Lewis, Chance W.
(2007)
"The Role of Mentors/Advisors in the Doctoral Training of African American Students at Predominately White Universities: Implications for Doctoral Training,"
Essays in Education: Vol. 19:
Iss.
1, Article 9.
Available at:
https://openriver.winona.edu/eie/vol19/iss1/9
Unique Identifier
WSUEIE2007WIlewis
