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Mentoring Graduate Students at HBCUs: Strategies for Engagement and Success

Mentoring Graduate Students at HBCUs: Strategies for Engagement and Success
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Author(s): Sean Robinson (Morgan State University, USA)
Copyright: 2016
Pages: 16
Source title: Setting a New Agenda for Student Engagement and Retention in Historically Black Colleges and Universities
Source Author(s)/Editor(s): Charles B. W. Prince (Howard University, USA) and Rochelle L. Ford (Syracuse University, USA)
DOI: 10.4018/978-1-5225-0308-8.ch005

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Abstract

Several scholars contend that the reason for success of African-American graduate and professional students at HBCUs is that the students receive better support than they do at PWIs. Thompson (2009) describes the HBCU environments as an “academically rigorous and socially conscious environment that challenges in shape students intellectual as well as the social, political and spiritual lives” (p. 30). But a thorough examination of the essential support structures for African-American graduate students is generally lacking in the empirical literature. The purpose of this chapter, therefore, is to discuss the role of a mentoring, a particular type of support structure that has been shown to impact engagement, retention, and completion for graduate students. Given the limited research around mentoring for African-American students, including graduate students, we seek to highlight the impact that this particular type of relationship has for graduate students attending HBCUs.

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