Socialization Demands and Mentoring Needs of Ethnic and Racial Minority Graduate Students
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| Title: | Socialization Demands and Mentoring Needs of Ethnic and Racial Minority Graduate Students |
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| Language: | English |
| Authors: | Jane M. Tram, Janie M. Kiyokawa, Jane Lopez |
| Source: | Journal of Educational Leadership and Policy Studies. 2024 8(1). |
| Availability: | Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Socialization, Mentors, Ethnic Groups, Minority Group Students, Graduate Students, Cultural Background, Racial Differences, Social Behavior, Racial Identification, Culturally Relevant Education |
| ISSN: | 2473-2826 |
| Abstract: | Ethnic and racial minority (ERM) people are projected to comprise the US majority by 2050. In tandem, there is an anticipated rise of ERM students in higher education. Research examining academic socialization to dominant culture expectations and culturally-informed mentoring is limited. Existing work is theoretical, qualitative, or does not empirically compare the experience of ERM and White students. In this study we compared the experiences of ERM and White graduate students (N=349) via data collected from 2020 to 2023. We found no significant difference between ERM and White students' reported pressure to conform to dominant culture. However, ERM students reported higher pressure to leave their cultural background behind and higher academic consequences for refusing to alter/change aspects of their cultural identity. Furthermore, ERM students reported higher difficulty in securing culturally-informed mentoring than their White peers. Institutions of higher education may support their ERM students by increasing access to culturally-informed mentoring. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1430931 |
| Database: | ERIC |
| Abstract: | Ethnic and racial minority (ERM) people are projected to comprise the US majority by 2050. In tandem, there is an anticipated rise of ERM students in higher education. Research examining academic socialization to dominant culture expectations and culturally-informed mentoring is limited. Existing work is theoretical, qualitative, or does not empirically compare the experience of ERM and White students. In this study we compared the experiences of ERM and White graduate students (N=349) via data collected from 2020 to 2023. We found no significant difference between ERM and White students' reported pressure to conform to dominant culture. However, ERM students reported higher pressure to leave their cultural background behind and higher academic consequences for refusing to alter/change aspects of their cultural identity. Furthermore, ERM students reported higher difficulty in securing culturally-informed mentoring than their White peers. Institutions of higher education may support their ERM students by increasing access to culturally-informed mentoring. |
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| ISSN: | 2473-2826 |
