Mentoring underrepresented racially minoritized undergraduate students in an education research apprenticeship program: strategies for success
International Journal of Mentoring and Coaching in Education
ISSN: 2046-6854
Article publication date: 4 April 2023
Issue publication date: 2 May 2023
Abstract
Purpose
This study examined the characteristics of research mentors that successfully support underrepresented racially minoritized undergraduate (URMU) students in education research.
Design/methodology/approach
An exploratory case study approach was employed to gain insight into the characteristics. The data sources used to inform this study included surveys and artifacts from eight URMU students who participated in a national grant-funded research apprenticeship fellowship program.
Findings
Results revealed three key findings about the characteristics that research mentors need to possess to successfully support URMU students in education research. These characteristics include a willingness to (1) invest time and effort in the mentor–mentee relationship, (2) share relevant knowledge and expertise about education research and (3) serve as sponsors to support and promote their mentees' educational research goals and endeavors.
Practical implications
The results have the potential to improve the quality of successful research mentorship opportunities for URMU students in education research by demonstrating the qualities and importance of these mentoring relationships. Higher quality mentoring relationships have the power to encourage URMU students to persist into graduate school and/or the education research profession via knowledge sharing, support and social capital. This is particularly important as education research – which still largely privileges Eurocentric research perspectives and methods – continues to take much needed steps toward racial and cultural diversity.
Originality/value
Most undergraduate research mentorship literature – and especially that literature highlighting the needs of URMU students – focuses on students in STEM, leaving gaps in knowledge related to students in education research. By focusing on the latter, this study seeks to extend our knowledge of the research mentorship needs of URMU students in education research.
Keywords
Acknowledgements
The authors would like to thank the participants and their colleagues for their time and effort; a special thanks goes to Dr Megan Stump and Lindsey Allen for their invaluable support and contributions throughout the writing process. The authors also wish to thank the anonymous reviewers for their helpful feedback on this article. Finally, Shenika Hankerson gratefully acknowledges the support of an Institute of Education Sciences (IES) grant.
Citation
Hankerson, S. and Williams, O. (2023), "Mentoring underrepresented racially minoritized undergraduate students in an education research apprenticeship program: strategies for success", International Journal of Mentoring and Coaching in Education, Vol. 12 No. 2, pp. 162-176. https://doi.org/10.1108/IJMCE-01-2022-0007
Publisher
:Emerald Publishing Limited
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