Literaturnachweis - Detailanzeige
| Autor/in | Waldeck, Jennifer H. |
|---|---|
| Titel | Prosocial Advocacy Communication and Mentoring in Higher Education. Wicked Problems Forum: Mentoring in Higher Education |
| Quelle | In: Communication Education, 68 (2019) 1, S.113-121 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0363-4523 |
| DOI | 10.1080/03634523.2018.1538525 |
| Schlagwörter | Stellungnahme; Prosocial Behavior; Mentors; Advocacy; Higher Education; Self Esteem; Competence; Communication Strategies; Communication Research; Barriers; Graduate Students; Minority Group Students; College Faculty; Undergraduate Students |
| Abstract | Author Jennifer Waldeck writes that her earliest research exposed her to the difficulty that students appear to encounter in accessing potential mentors and building productive relationships with them. In fact, the lack of student mentees available to serve as research participants was one of the drivers behind a decision to explore communication strategies for initiating mentoring relationships in a 1997 study (developed with Victoria Orrego, Tim Plax, and Pat Kearney). Over 20 years later, students still report barriers to effective mentoring; thus, a new paradigm for mentoring could in fact be in order. In this essay, Waldeck shares her reactions and reflections to the advocate model and suggests how she believes communication research might help advance it. Then she discusses some institutional approaches that might enhance the experiences of students of color (SOC) create opportunities for them to connect with appropriate mentors, stay in school, and consider graduate school. Institutional attention to SOC that involves strong mentoring at the undergraduate and graduate levels will hopefully build a pipeline of prospective faculty of color (FOC). Waldeck believes more FOC to mentor future generations of scholars can potentially ameliorate many of the stunning difficulties such as perceptions of disenfranchisement and diminished confidence and competence Harris and Lee discuss in their essay. (ERIC). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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