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Article
Publication date: 10 February 2021

Elizabeth Oddone Paolucci, Michele Jacobsen, Lorelli Nowell, Georgina Freeman, Liza Lorenzetti, Tracey Clancy, Alessandra Paolucci, Helen Pethrick and Diane L. Lorenzetti

Student mental well-being is a matter of increasing concern on university campuses around the world. Social, psychological, academic and career aspects of graduate…

Abstract

Purpose

Student mental well-being is a matter of increasing concern on university campuses around the world. Social, psychological, academic and career aspects of graduate learning are enriched through peer mentorship. Peer-mentoring experiences and the impacts of these relationships on the mental well-being of graduate students remain underexplored in the scholarship of teaching and learning. The purpose of this study was to explore how engagement in formal and informal peer mentorship, as described by students across four academic disciplines, impacts the social connectedness and well-being of graduate students.

Design/methodology/approach

A convergent mixed methods research design was used, with quantitative and qualitative data gathered in parallel to gain a comprehensive, corroborated and integrated understanding of graduate students’ perspectives and experiences with peer mentorship. Online survey and interview data were collected from graduate thesis-based master’s EdD and PhD students in education, medicine, nursing and social work. The data were analyzed using descriptive statistics and thematic analysis.

Findings

The authors found a commonality of graduate student experiences across disciplines with respect to the diverse psychosocial impacts of graduate peer mentorship. Peer-mentoring relationships offered mentees emotional support, motivation and a sense of community and offered mentors opportunities for self-development and gratification.

Originality/value

This research is unique in its in-depth exploration of the interdisciplinary perspectives and experiences of graduate students from Education, Nursing, Medicine and Social Work. While further research is needed to explore the implementation of structural approaches to support the development of peer-mentoring relationships in graduate education, the multidisciplinary focus and depth and breadth of this inquiry suggest the potential transferability of the study findings to other disciplines and academic settings. The findings from this study further highlight the need for strategic activation of existing program resources to foster greater connectedness and well-being among graduate students.

Details

Studies in Graduate and Postdoctoral Education, vol. 12 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Article
Publication date: 11 October 2022

Aamir Jamal, Liza Lorenzetti, Swati Dhingra, Clive Baldwin and Heather Ganshorn

Our thematic analysis of the academic literature on Canadian Muslim Youth aims to identify and describe the factors which contribute to the construction of identity among…

Abstract

Purpose

Our thematic analysis of the academic literature on Canadian Muslim Youth aims to identify and describe the factors which contribute to the construction of identity among Muslim youth in Canada and make some research and policy recommendations to address this issue. In this review, we responded to the following questions: What is the current research evidence for Canadian Muslim Youth identity construction? What are the major themes included in the identified publications?

Design/methodology/approach

What does it mean to be a Muslim youth in Canada and how do Canadian Muslim youth negotiate and construct their identities in a globally polarized world? Using Arksey and O'Malley's framework (2005), a scoping review of empirical studies published between 2000 and 2021 was conducted to explore the diverse contexts that intersect in the creation of Canadian Muslim youth identity.

Findings

A thematic analysis of the literature identified five key themes: religiosity, racism and discrimination, parental influence, citizenship and gender that intersect in multiple ways to contribute to the construction of diverse and complex Muslim youth identities. The scoping review highlights a gap in community-based research and the need for a broader range of theoretical perspectives on Muslim youth identity construction, as well as culturally appropriate policies and social work practice models for positive youth development.

Originality/value

In contemporary Canadian culture, Muslim youth must negotiate and create their own exclusive identity, which justifies the context of what it means to be Canadian and Muslim at the same time. As highlighted in the literature, a number of tensions within the Canadian policy, between the policy and the Muslim tradition and within the Muslim community itself pose challenges in the identity development among Muslim youth. Therefore, It is critical for social work practitioners, researchers and policymakers to consider above mentioned socio-political and religious dimensions while designing, implementing and evaluating youth programs for Muslim communities.

Details

Qualitative Research Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1443-9883

Keywords

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