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Stories of a transformative mentorship: graduate student glue

Chyllis E. Scott (Department of Teaching and Learning, University of Nevada, Las Vegas, Nevada, USA)
Diane M. Miller (Department of Urban Education, University of Houston-Downtown, Houston, Texas, USA)

International Journal of Mentoring and Coaching in Education

ISSN: 2046-6854

Article publication date: 5 June 2017

Abstract

Purpose

The purpose of this paper is to narrate authors’ personal and professional experiences as doctoral graduate students, highlighting the personal and academic growth fostered through an organic peer mentorship and advocating that these relationships be cultivated actively by faculty advisors.

Design/methodology/approach

The concepts of purpose, planning, and positivity are employed to organize the discussion, which is based on relevant literature and the authors’ lived experiences.

Findings

Like most students who pursue and complete doctoral degrees, the authors experienced transformative learning. The authors acknowledge myriad ways their informal peer mentoring relationship was a critical component of successful degree completion.

Originality/value

While their relationship remains unique and perhaps inimitable, the authors seek to extrapolate the universal qualities relevant to others seeking a deep and personal support system during their doctoral degree-seeking journey.

Keywords

Citation

Scott, C.E. and Miller, D.M. (2017), "Stories of a transformative mentorship: graduate student glue", International Journal of Mentoring and Coaching in Education, Vol. 6 No. 2, pp. 143-152. https://doi.org/10.1108/IJMCE-09-2016-0065

Publisher

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Emerald Publishing Limited

Copyright © 2017, Emerald Publishing Limited