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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]
Copyright of Teachers College Record is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: We Contain Multitudes: Vulnerability, Belonging, and the Transformation of Doctoral Mentorship.
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  Data: <searchLink fieldCode="AR" term="%22Literat%2C+Ioana%22">Literat, Ioana</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> il2311@tc.columbia.edu</i><br /><searchLink fieldCode="AR" term="%22Yoon%2C+Haeny%22">Yoon, Haeny</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Teachers+College+Record%22">Teachers College Record</searchLink>. Jan2026, Vol. 128 Issue 1, p3-11. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22At-risk+students%22">At-risk students</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Social+belonging%22">Social belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Social+change%22">Social change</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Fragility+%28Psychology%29%22">Fragility (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+capital%22">Cultural capital</searchLink>
– Name: Abstract
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  Data: 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]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Teachers College Record is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191950001
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        Value: 10.1177/01614681261421389
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      – Code: eng
        Text: English
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        PageCount: 9
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      – SubjectFull: At-risk students
        Type: general
      – SubjectFull: Mentoring
        Type: general
      – SubjectFull: Social belonging
        Type: general
      – SubjectFull: Social change
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      – SubjectFull: Identity (Psychology)
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      – SubjectFull: Fragility (Psychology)
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      – SubjectFull: Cultural capital
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      – TitleFull: We Contain Multitudes: Vulnerability, Belonging, and the Transformation of Doctoral Mentorship.
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              Text: Jan2026
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              Y: 2026
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