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We Contain Multitudes: Vulnerability, Belonging, and the Transformation of Doctoral Mentorship.

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Title: We Contain Multitudes: Vulnerability, Belonging, and the Transformation of Doctoral Mentorship.
Authors: Literat, Ioana1 (AUTHOR) il2311@tc.columbia.edu, Yoon, Haeny1 (AUTHOR)
Source: Teachers College Record. Jan2026, Vol. 128 Issue 1, p3-11. 9p.
Subject Terms: *At-risk students, Mentoring, Social belonging, Social change, Identity (Psychology), Fragility (Psychology), Cultural capital
Abstract: Emerging from the editors' experiences as immigrant, first-generation scholars and their year-long professional development series for doctoral students, the introduction outlines the challenges of belonging, identity, and institutional structures. We frame core commitments for meaningful mentorship: centering student voices and agency, recognizing community cultural wealth, embracing multimodal scholarship, and demanding institutional transformation alongside grassroots community-building. Contributors use essays, autoethnography, visual art, music, sculpture, photography, and game design to illuminate how doctoral students build counterspaces of care, negotiate layered identities, and create peer and faculty mentoring relationships. While celebrating these generative practices, the introduction calls on institutions to move beyond informal networks toward structural investments that sustain marginalized doctoral students. Collectively, the issue reframes mentorship not as a prescriptive formula or individual responsibility, but as shared ethical commitment to transforming doctoral education. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Emerging from the editors' experiences as immigrant, first-generation scholars and their year-long professional development series for doctoral students, the introduction outlines the challenges of belonging, identity, and institutional structures. We frame core commitments for meaningful mentorship: centering student voices and agency, recognizing community cultural wealth, embracing multimodal scholarship, and demanding institutional transformation alongside grassroots community-building. Contributors use essays, autoethnography, visual art, music, sculpture, photography, and game design to illuminate how doctoral students build counterspaces of care, negotiate layered identities, and create peer and faculty mentoring relationships. While celebrating these generative practices, the introduction calls on institutions to move beyond informal networks toward structural investments that sustain marginalized doctoral students. Collectively, the issue reframes mentorship not as a prescriptive formula or individual responsibility, but as shared ethical commitment to transforming doctoral education. [ABSTRACT FROM AUTHOR]
ISSN:01614681
DOI:10.1177/01614681261421389