Latina Faculty Transcending Barriers: Peer Mentoring in a Hispanic-serving Institution

Murakami, Elizabeth T.; Núñez, Anne‐Marie

doi:10.1080/13611267.2014.945739

Cited by 28 publications

(38 citation statements)

References 42 publications

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“…Research has been conducted about various aspects of peer mentoring in colleges and universities, including the experiences, benefits, and challenges of: undergraduate students (Christie, 2014;Cutright & Evans, 2016;Jacobi, 1991); underrepresented students (Shotton, Oosahwe, & Cintrón, 2007); early career faculty (Bottoms et al, 2013); underrepresented faculty (Murakami & Nuñez, 2014;Packer-Williams & Evans, 2011); peer mentoring in the online environment (Smailes & Gannon-Leary, 2011); traits and benefits of peer mentoring for mentees, and peer mentors (Booth et al, 2016;Bunting, Dye, Pinnegar, & Robinson, 2012;Colvin & Ashman, 2010;Terrion & Leonard, 2007). As previously discussed, few studies with EdD students as participants exist however (Booth et al, 2016;Noonan et al, 2007;Preston et al, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Mentee Perspectives of a First-Year Peer Mentoring Program for Education Doctoral (EdD) Students

Lowery

McConnell

2018

IJDS

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Aim/Purpose: In this paper, we examine how first-year education doctoral (EdD) students in a peer mentoring program may be supported in the academic and psychosocial domains to increase timely degree completion, decrease attrition, and improve the EdD program for students and faculty. Background: EdD students often face unique trials based on academic, social, professional, and personal challenges that arise during their degree program. The paper addresses how peer mentoring programs may help students overcome these challenges while completing their EdD program. Methodology: To investigate the effectiveness of a peer mentoring program for students, we focused on a single case study of an EdD peer mentoring program with 11 first-year EdD students who participated in the program. Using mixed methods, we collected and analyzed data from pre- and post-surveys, individual interviews, and a focus group. Contribution: Few studies about peer mentoring programs for EdD students exist. This study is unique because it focuses on first-year EdD students’ perspectives and, unlike other studies on peer mentoring programs, peer mentors are defined as graduates of the EdD program or current EdD students who are further along in the program. Whilst many studies of peer mentoring recommend peer mentoring for new students, our findings suggest that in the case of EdD students, extended or later peer mentoring may be more beneficial. Findings: From the quantitative and qualitative data results, five themes related to mentee perspectives of the benefits of EdD peer mentoring program emerged: 1) receiving academic advice and program support; 2) focusing on the future; 3) receiving emotional support and work-life balance advice; 4) having an experienced and relatable mentor; and 5) needing more mentoring to derive benefits. While mentees reported positive feelings about the mentoring program, many expressed that they did not yet have a need for mentoring. Considering that most mentoring studies focus on early program mentees, these results present the possibility of a need for extended or later-program mentoring. Based on the data, we identified a need for additional research which focuses on determining the correct timing for EdD students to begin peer mentoring program since students take coursework during their first year and have not begun work in the dissertation phase of the program. Recommendations for Practitioners: Sustainability of peer mentoring programs can present challenges based on the time and needs of mentees, mentors, and faculty. Doctoral faculty should evaluate the benefits of an EdD peer mentoring program for mentees on a regular basis to ensure that the program effectively supports and guides mentees to degree completion. Recommendation for Researchers: Literature and research on the evaluation, impact, and value of peer mentoring programs for EdD students and first-year doctoral students are limited. Researchers could study further the perspectives of mentees in an EdD peer mentoring program throughout their degree program from taking coursework to writing a dissertation. The benefits of early-program mentoring in comparison to later-program mentoring could be investigated further. Impact on Society: Providing mentoring opportunities to EdD students may help them overcome academic, social, and emotional challenges, and in turn, allow more education leaders to successfully complete their EdD and use their education to improve their school communities. Future Research: Future studies should examine other options of mentoring programs for first-year EdD students and EdD students who completed their EdD coursework and are working on their dissertation. Longitudinal studies are also needed to track mentees’ progression throughout the program.

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Section: Literature Reviewmentioning

confidence: 99%

Mentee Perspectives of a First-Year Peer Mentoring Program for Education Doctoral (EdD) Students

Lowery

McConnell

2018

IJDS

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“…Collectively, Pamela and Sara's experiences support existing scholarship regarding Latinx leadership's emphasis on family and community (Bordas, , 2013; Martinez et al., ). Their experiences also highlight the importance for Latinas, in particular, to develop diverse social support networks to help navigate through the disadvantages caused by racism and sexism (Murakami & Núñez, ; Villaseñor, Reyes, & Muñoz, ). Bordas’ (, ) concepts of destino (purpose) and tejando [ sic ] lazos (weaving connections) are helpful lenses for understanding the cultural threads interwoven in Pamela and Sara's leadership trajectories.…”

Section: Discussionmentioning

confidence: 99%

“…Pamela collaborated with a female friend and colleague to develop a much‐needed program for her district, and Sara talked about how a fabulous group of women provides emotional support when things get tough. These relationships underscore the role of support networks in Latinas careers, especially since research shows that Latinas typically do not enter into traditional mentoring relationships, but rather multiple networks of peers, family members, friends, and role models (Murakami & Núñez, ). Based on Pamela and Sara's purpose‐driven and culturally relevant leadership styles, along with their reliance on informal social networks, I provide a range of strategies below to enhance and support leadership development and career mobility of Latinas, including recommendations for institutions.…”

Section: Discussionmentioning

confidence: 99%

“…Women typically experience circuitous or longer career paths toward administrative leadership than men (Eddy & Cox, ) and tend to have less access to professional mentors and sponsors (Dreher & Cox Jr, ). In response to this mentorship gap, many Latinas ascertain career and psychosocial benefits by cultivating a broad, collaborative, non‐hierarchical social network (Alarcón & Bettez, ; Méndez‐Morse, ; Murakami & Núñez, ; Núñez, Murakami, & Gonzales, ).…”

Section: Recommendationsmentioning

confidence: 99%

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Unveiling Latina Community College Leadership Pathways Through Testimonio

Elenes

2020

New Drctns Community Coll

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“…Recently, female academics have set up alternative peer mentoring systems to help one another navigate academia (e.g., Allan, ; Ek et al., ; Gutíerrez y Muhs et al., ; Murakami & Núñez, ; Núñez & Murakami‐Ramalho, ). Peer mentoring emphasizes a network approach of sharing resources and presumes that all participants possess distinctive assets to contribute to one another's development.…”

Section: Mentoring Toward Legitimacymentioning

confidence: 99%