A Mixed Data Analysis of Graduate Student Mentoring for Faculty Careers in School Psychology

A Mixed Data Analysis of Graduate Student Mentoring for Faculty Careers in School Psychology

Mentoring has been identified as an essential component in the development and success of future faculty. As such, the purpose of this study was to gain a better understanding of the mentoring experiences of graduate students enrolled in school psychology programs. Additionally, we wanted to determi...

Full description

Saved in:
Bibliographic Details
Published in:Contemporary school psychology Vol. 25; no. 1; pp. 99 - 108
Main Authors: Graves, Scott L., Newell, Markeda, Harrell, Farran, Wells, Tommy
Format: Journal Article
Language:English
Published: New York Springer New York 01-03-2021
Springer
Subjects:
Behavioral Science and Psychology
Careers
Child and School Psychology
Diversity
Educational Psychology
Graduate Students
Mentors
Minority Group Students
Psychology
School Psychology
Student Satisfaction
Teaching (Occupation)
White Students
Mentoring
Faculty recruitment
Graduate students
Diversity
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Mentoring has been identified as an essential component in the development and success of future faculty. As such, the purpose of this study was to gain a better understanding of the mentoring experiences of graduate students enrolled in school psychology programs. Additionally, we wanted to determine if differences were present in the mentoring experiences of self-identified racial minority students and their White peers given the lack of diversity among school psychology faculty. Quantitative analyses indicated that students enrolled in school psychology programs are fairly satisfied with their mentoring experiences. However, respondents who completed the open-ended questions indicated that they had difficulty accessing their mentor, they wanted more mentoring on careers in academia, and that they desired more support for conducting research and teaching. Therefore, there are several aspects of mentoring that need to be improved if the field of school psychology wants to increase the number of students who will peruse a career in higher education.
ISSN:2159-2020
2161-1505
DOI:10.1007/s40688-019-00253-0