Dilemmas in Supervising and Mentoring Criminology Graduate Students

Datos Bibliográficos

ID15316951
AutoresCharles Crawford (0000-0002-9009-5271, autor de correspondencia)
Año2010
Volumen22
Número2
Páginas226-246
Fecha de publicación2010-11-06
Open AccessNo
TipoARTICLE
RevistaJournal of Criminal Justice Education (JOURNAL)
Identificadores de la revistaISSN: 1051-1253 • E-ISSN: 1745-9117
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10511253.2010.517770
OpenAlexW2094296559
IdiomaEN
Citas recibidas4
Referencias citadas17

The mentoring process is essential for graduate education and the preparation of the next generation of scholars in criminology and criminal justice. However, it is a process that can be filled with challenges and dilemmas. This study seeks to gather information on how faculty members in 31 doctoral programs in criminology and criminal justice in the USA select graduate students to mentor and supervise their experiences during the process, as well as basic demographic and departmental information. In addition, participants were asked to review scenarios that involved professional dilemmas in working with graduate students and report how they would handle the situation. One‐way ANOVA results revealed statistically significant differences in how faculty members responded to various problems in the mentoring process

Criminal justice · Criminology · Graduate students · Pedagogy · Sociology · Doctoral Education Challenges and Solutions · Higher Education Research Studies · Mentoring and Academic Development · Psychology