Mentoring among Latina/o Scholars
Enacting Spiritual Activism to Navigate Academia
Bibliographic Data
| ID | 11366608 |
|---|---|
| Authors | Nancy Acevedo-Gil, Nancy Acevedo‐gil (California State University, San Bernardino, corresponding author), Yanira Madrigal-Garcia (University of California, Davis) |
| Year | 2018 |
| Volume | 124 |
| Issue | 3 |
| Pages | 313-344 |
| Publication date | 2018-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/697212 |
| OpenAlex | W2791190782 |
| Language | EN |
| Citations received | 5 |
| References cited | 55 |
This qualitative study examined how a national program, established by Latina/o faculty, engaged in socialization efforts to foster persistence in doctoral degree programs. The study used spiritual activism as a framework to examine the mentoring relationships fostered among program participants. Data derived from interviews with 19 program alumni and document analysis. Findings revealed that the selection of graduate scholars entailed screening for a commitment to Latina/o communities, which supported the development of bonds among graduate scholars. As emerging scholars, the participants experienced academic validation. Finally, participants fostered a national mentoring network that was rooted in reciprocity. The findings result in the conceptualization of a mentoring framework entitled “spiritual mentor-activism.”
Conceptualization · Graduate students · Pedagogy · Qualitative research · Reciprocity (cultural anthropology · Social science · Socialization · Sociology · Career Development and Diversity · Gender Studies · Higher Education Research Studies · Mentoring and Academic Development · Psychology · Social Psychology
Leaving the Ivory Tower
“I Heard it through the Grapevine”
Validating culturally diverse students
“Those invisible barriers are real”
“Am I going crazy?!”
Mentoring Alternatives
The Black Box
A Chicana Feminist Epistemology Revisited
Socialization of Doctoral Students to Academic Norms
Preparing the Next Generation of Faculty
Strategies for ensuring trustworthiness in qualitative research projects
Using a Chicana Feminist Epistemology in Educational Research
Whose culture has capital? A critical race theory discussion of community cultural wealth
Note to Educators
Roles, Responsibilities, and Relationships in Mentoring
Latinas/os in Community College Developmental Education
Academic Socialization Experiences of Latina Doctoral Students
Document Analysis as a Qualitative Research Method
Vicarious racism
Learning and living pedagogies of the home
Navigating marginality en route to the professoriate
Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars
Transformando fronteras
Exploring the Role of Community Cultural Wealth in Graduate School Access and Persistence for Mexican American PhDs
Mentoring Graduate Students of Color
The Case for a Conceptual Base for Minority Mentoring Programs
Mentoring programs
Retaining Each Other
Mentoring in a Post‐Affirmative Action World
A Politics of Encounter
Conceptualizing the Academic Life
Hispanic Familism and Acculturation
Criteria for assessing the trustworthiness of naturalistic inquiries
Toward a Theory of Culturally Relevant Pedagogy
Faculty of color in academe
Fitting the Mold of Graduate School
From Scholarship Girls to Scholarship Women
Chicanas Holding Doctoral Degrees
Demonstrating Rigor Using Thematic Analysis
How Many Interviews Are Enough
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,83 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |