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Mentoring in the Preparation of Graduate Researchers of Color

Darden Graduate School of Business University of Virginia

Lynn Foster-Johnson

Office of Institutional Research and Tuck School of Business, Dartmouth College

Schools of graduate education in the United States continue to be challenged to attract and retain students of color. We argue that effective mentoring within a department can improve multicultural students’ graduate school experience and better position them for success in their postdoctoral careers. To be an effective mentor, a faculty member must cultivate understanding of the experience of students from various cultural backgrounds. This task is especially challenging for White faculty members because of societal dynamics involving race and ethnicity. We propose actions to help faculty members enhance their multicultural competence in mentoring.

Key Words: African American • Asian American • graduate education • Hispanic American • identity • mentoring • Native American • race

Review of Educational Research, Vol. 71, No. 4, 549-574 (2001)
DOI: 10.3102/00346543071004549


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