Mentoring Women of Color at the University of Minnesota: Challenges for Organizational Transformation.

Autor/in	Dickey, Corinne
Titel	Mentoring Women of Color at the University of Minnesota: Challenges for Organizational Transformation.
Quelle	(1996), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Administrators; American Indians; College Faculty; Educational Psychology; Educational Sociology; Females; Graduate Students; Higher Education; Mentors; Minority Groups; Organizational Change; Qualitative Research; Role Models; School Holding Power; Social Integration; Student Recruitment; Teacher Student Relationship; Womens Education + Suchen Sie Ihr Suchwort? American Indian; Indianer; Fakultät; Erziehungspsychologie; Pädagogische Psychologie; Bildungssoziologie; Erziehungssoziologie; Weibliches Geschlecht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Organisationswandel; Qualitative Forschung; Identifikationsfigur; Soziale Integration; Teacher student relationships; Lehrer-Schüler-Beziehung; 'Women''s education'; Frauenbildung
Abstract	This paper summarizes a research study on women in three programs designed to recruit, retain, and graduate persons of color at the University of Minnesota. The literature on mentoring is reviewed in terms of social integration, academic integration, a supportive institutional climate, and quality mentoring. The study used qualitative case study methodology in interviews with students, faculty mentors, and administrators in the three mentoring programs, two of which (biological sciences and business administration) had limited minority participation and one (education) with relatively greater minority student and faculty representation. American Indian students were the focus of the program within the graduate school of business administration; all minorities and females within an intensive summer undergraduate workshop in biological sciences; and African Americans within the graduate program in education. Interviews examined how students, faculty, and administrators perceived the mentoring process, the climate at the University for persons of color, and how mentoring enriched students' experiences. Specific recommendations are offered to the regents; to the University president; to the vice presidents/administrators, deans, and departments; to the graduate school; to the faculty; and to graduate students. (Contains 29 references.) (MAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC