Doctoral Students' Experiences with Pedagogies of the Home, Pedagogies of Love, and Mentoring in the Academy

In this article, a group of nontraditional and/or doctoral students of color and our advisor discuss how the advisor-advisee mentoring relationship has positively affected our experiences within academia. The mentoring relationship, cultivated within a group mentoring model, was integral to our accl...

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Bibliographic Details
Published in:	Educational studies (Ames) Vol. 53; no. 2; pp. 155 - 177
Main Authors:	Esposito, Jennifer, Lee, Taneisha, Limes-Taylor Henderson, Kelly, Mason, Amber, Outler, Anthony, Rodriguez Jackson, Justina, Washington, Rosalyn, Whitaker-Lea, Laura
Format:	Journal Article
Language:	English
Published:	Routledge 04-03-2017
Subjects:	Academic Advising Doctoral Programs Ethnography Graduate Students Mentors Minority Group Students Nontraditional Students Teacher Student Relationship Georgia
Online Access:	Get full text
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Summary:	In this article, a group of nontraditional and/or doctoral students of color and our advisor discuss how the advisor-advisee mentoring relationship has positively affected our experiences within academia. The mentoring relationship, cultivated within a group mentoring model, was integral to our acclimation of the hidden culture of our doctoral programs. We elaborate on the history and mentoring model of the group of which we are a part, and follow with a review of the literature on mentoring practices and a discussion of methodology. Finally, through autoethnographic vignettes, each author discusses his/her experience as a non-traditional and/or student of color and how our relationship with the group has provided us with the logistical, emotional, and psychological support needed to progress in and complete our programs.
ISSN:	0013-1946 1532-6993
DOI:	10.1080/00131946.2017.1286589