The Dissertation Process and Mentor Relationships for African American and Latina/o Students in an Online Program
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| Title: | The Dissertation Process and Mentor Relationships for African American and Latina/o Students in an Online Program |
|---|---|
| Language: | English |
| Authors: | Berg, Gary A. |
| Source: | American Journal of Distance Education. 2016 30(4):225-236. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mentors, Online Courses, African American Students, Hispanic American Students, Supervisor Supervisee Relationship, Minority Group Students, Doctoral Dissertations, Mixed Methods Research, Case Studies, Graduation Rate, Student Participation, Student Experience, Faculty Advisers, Academic Advising, Teacher Student Relationship, Student Surveys, Student Attitudes, Demography, Educational Practices, Barriers, Educational Benefits, College Students |
| DOI: | 10.1080/08923647.2016.1227191 |
| ISSN: | 0892-3647 |
| Abstract: | To examine the problem of underrepresentation of minority students in doctoral programs, the author utilized a mixed-methods case study of an online doctoral program in which large numbers of African American and Latina/o students were enrolled. Themes uncovered in the study centered on specific academic and nonacademic challenges, the important role of mentors, and the impact of degree completion on students. Recommendations include effective mentor-mentee matching and increased sensitivity to particular challenges for underrepresented minority students in doctoral programs. |
| Abstractor: | As Provided |
| Number of References: | 42 |
| Entry Date: | 2016 |
| Accession Number: | EJ1123490 |
| Database: | ERIC |
| Abstract: | To examine the problem of underrepresentation of minority students in doctoral programs, the author utilized a mixed-methods case study of an online doctoral program in which large numbers of African American and Latina/o students were enrolled. Themes uncovered in the study centered on specific academic and nonacademic challenges, the important role of mentors, and the impact of degree completion on students. Recommendations include effective mentor-mentee matching and increased sensitivity to particular challenges for underrepresented minority students in doctoral programs. |
|---|---|
| ISSN: | 0892-3647 |
| DOI: | 10.1080/08923647.2016.1227191 |
