Mentoring Latinas in Academe
There is insufficient literature on mentoring that directly addresses Latina doctorate students' experiences. In academia, mentoring has proven to be a crucial factor for a graduate students' professional and academic advancement as well as a critical source of personal support. Research indicates that having a mentoring relationship facilitates the process of being a graduate student and ultimately acquiring a Ph.D. However, we have little knowledge of the institutional structures that prolong or deter Latina doctoral students from obtaining a post graduate degree. The limited research on Latina students' mentoring experinces as graduate students warants an investigation on this topic. The purpose of this literature review is to review current literature on mentoring as it relates to Latina women in academe. Rather than expanding on the scholarship that focuses on the barriers faced by Latinas in graduate school, we want to gain a better understanding of the facilitative factors (i.e., mentorship) that allow Latinas to successfully complete a doctorate degree. By conducting a literature review on mentoring, we hope to highlight the ways in which our current knowledge on mentoring, can be applied to enhance the benefits and outcomes of Latina students' mentorship relationships throughout their academic careers.
School:
University of Illinois at Urbana-Champaign
Department:
Community Health
Research Advisor:
Lydia P. Buki
Department of Research Advisor:
Educational Psychology
Year of Publication:
2007