![]() Our goal here, however, is neither a survey nor a comprehensive analysis of mentorship. ![]() While a substantial, ongoing critical conversation exists on mentoring graduate students and junior faculty, the literature on mentoring first generation and graduate students of color is, unfortunately, not as robust. Mentoring, “the process by which a novitiate … is positively socialized by a sagacious person for the purpose of learning the traditions, practices, and frameworks of a profession association, or organization,” is widely regarded, across business and academic sectors, as a crucial aspect of career and professional development (Brown et al, 1999, 106). ![]() Īn effective mentor can make all the difference for such students. ![]() For those who come from communities traditionally excluded from higher education, the often-opaque world of academia can be alienating, especially to scholars of color and first-generation college students negotiating what can seem an illogical and sometimes hostile environment, one defined as much by problematic tradition and ideology as by rational purpose. ![]() Newcomers to grad school often find themselves challenged and transformed by this world of esoteric traditions and invisible assumptions, where one’s expectations are tested and undermined, often-but not always-to the good. Anyone who’s experienced the long apprenticeship required by graduate school knows there’s something not quite sensible about the whole enterprise. ![]()
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