Faculty Mentorship At Historically Black Colleges And Universities

"This book explores the role of mentorship of faculty at Historically Black Colleges and Universities. It helps to improve the understanding of the role of mentoring at different levels in academia. It also explores the importance of investing in faculty at HBCUS is important and it is important in the retention and matriculation of faculty at HBCUS"--

An important aspect of higher education is the mentorship of junior faculty by senior faculty. Addressing the vital role mentorship plays in an academic institution’s survival promotes more opportunities and positive learning experiences. Faculty Mentorship at Historically Black Colleges and Universities provides emerging research on the importance of recruiting, retaining, and promoting faculty within Historically Black Colleges and Universities. While highlighting specific issues and aspects of mentorship in college, readers will learn about challenges and benefits of mentorship including professional development, peer mentoring, and psychosocial support. This book is an important resource for academicians, researchers, students, and librarians seeking current research on the growth of mentorship in historically black learning institutions.

This book provides context about the experiences of Black graduate and professional students attending HBCUs. Indeed, such research is important, particularly since HBCUs play a significant role in the number of Blacks who receive doctorates and professional degrees (i.e. M.D., D.D.S., J.D. etc.), especially in science and engineering. In fact, according to Redd and Minor (2008), the role of HBCUs in graduate education will become even more significant as more seek to offer graduate and professional programs, particularly at the doctoral level. This book focuses on the historical nature of graduate and professional education at HBCUs and the programs’ contribution to society. Further, it provides context about the experiences of students who have attended these institutions for their post-baccalaureate pursuits. Finally, the book addresses the future of graduate and professional education at HBCUs and what fundamental aspects are needed to ensure their survival, competitiveness, and growth. This book appeals to faculty, departmental chairs, administrators, and students. Furthermore, higher education scholars, who conduct or have an interest in pursuing empirical research on Black graduate and professional education or the efficacy and relevance of HBCUs, will find this book useful given its unique and comprehensive approach focusing on supporting retaining, and graduating Black graduate students at HBCUs. In addition, this book is an invaluable teaching resource for faculty in Higher Education Administration, Student Affairs, or Sociology program.

Undergraduate Research is any effort undertaken by an undergraduate that advances their academic knowledge and leads to new scholarly insights. This volume tells the story of undergraduate research programs at Historically Black Colleges and Universities from the voices of faculty mentors, student mentees and UGR program directors and coordinators.

The purpose of this mixed methodological study was to examine if faculty to student interaction through formalized mentoring, can be associated with the positive outcomes of academic performance and the college experience, as it relates to graduation and retention rates in a Historically Black College and University within the United States. The study provided information that may contribute to the improvement of the graduation rates of students seeking an undergraduate degree in a HBCU. Formalized mentoring can be tailored to be more personal than professional in becoming actively involved with students, who are experiencing the psychosocial risk factors, in motivating and engaging them during college enrollment (Heisserer, 2002). The underlying relationship between academic performance, graduation rate, and a student's college experience, was tested during the course of this research. The aspects of mentoring can build upon friendship, self-esteem, confidence, and acceptance among others, in overcoming academic failure (Zagenczyk et al., 2009). There is a great need for nurturing of students attending a Historically Black College and University, in promoting successful outcomes and in improving the graduate rates on a national level. The results of this study will provide administrators with important answers on how a formalized mentoring program, can contribute to successful academic performance and student satisfaction for students attending a HBCU. Mentoring can also influence matriculation, academic achievement and completion of course in earning a college degree. The Education Commission of the States (2004) focus on the goal of retaining students upon entry into an institution, while helping them to complete their undergraduate requirement within four to six years. Students, who feel pressure of psychosocial risk factors, must be persistent in fitting into the college environment, through the development of social interaction, self-confidence and eng

This book focuses on the experiences of underserved student and faculty at historically Black colleges and universities. Encompassing institutional supports, identity development, and socialization patterns, it explores how “outsider” perspectives will impact future research and practice, while also emphasizing issues of diversity and inclusion.

This book focuses on the significant role that professional education programs play at historically Black colleges and universities (HBCUs) and these programs’ impact on society. Chapter authors discuss the contexts and experiences of students who have attended these programs, including their relationships with faculty, research opportunities, professional growth, personal enrichment, and institutional support. Taking into account social supports, identity development, and doctoral student socialization patterns, this book sheds light on what development and status of such professional education programs mean for future research and practice, while emphasizing issues of race, oppression, and marginalization.

As a formal educational instrument, mentorship has received increasing academic and professional interest over the last several decades. Formal or informal mentorship programs are seen as an innovative means of supporting organizational goals and addressing diversity in executive leadership. Most of the attention has been toward mentorship in a professional context, but mentorship also plays a crucial role in the development of both graduate students and faculty members. This book explores the theoretical and practical insights into the use of mentorships within higher education. The research published here show that mentorship matters because it actively encourages faculty to pay it forward, advancing opportunities for students and faculty, focusing on the development of students, and pushing mentors to consider how mentorship can be used to work in a diverse and changing society. The purpose of this book is to help develop the understanding of mentorship, highlight its importance, and hopefully progress the discussion forward with new actions in the field. This volume will be of interest to teachers, students, and researchers of education, public policy and public administration. The chapters in this book were originally published as a special issue of Journal of Public Affairs Education.