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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
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
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1430931
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  Data: Socialization Demands and Mentoring Needs of Ethnic and Racial Minority Graduate Students
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  Data: Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
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  Data: 12
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  Data: <searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Groups%22">Ethnic Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Background%22">Cultural Background</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Behavior%22">Social Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Identification%22">Racial Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink>
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Socialization
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Ethnic Groups
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Cultural Background
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Social Behavior
        Type: general
      – SubjectFull: Racial Identification
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
    Titles:
      – TitleFull: Socialization Demands and Mentoring Needs of Ethnic and Racial Minority Graduate Students
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            NameFull: Janie M. Kiyokawa
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            NameFull: Jane Lopez
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              Type: published
              Y: 2024
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              Value: 2473-2826
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