Navigating around educational road blocks: Mentoring for Pre-K to 20+ Latino/a students

Understanding PhD Latinx Career Outcomes: A Case Study

“…Second, the approach relies on this single case as a revelatory case . The study of the experiences and outcomes of Latinx students is severely lacking (Haro, 2004; Ramirez, 2017; Sandoval-Lucero et al, 2011; Shueths & Carranza, 2012), especially in the context of using institutional data and indicators to provide a more aggregate view of phenomena (Rochin & Mello, 2007). The outlined rationale provides critical support for the choice to focus on a single institution.…”

“…Department of Education, NCES, 2012). Therefore, the role of mentorship for Latinx graduates is largely sought out through informal mentoring relationships, then formal relationships, and only a small percentage of these roles filled by other Latinx leading to a high number of cross-ethnic mentoring (Shueths & Carranza, 2012). The impact of the graduate mentor is necessary to guide students through the graduate school process, "devise a plan of study .…”

Queerly Unequal: LGBT+ Students and Mentoring in Higher Education

“…Forms of dissatisfaction and exclusion in mentorship often occur along racial lines; students of color report advisors being less respectful of their ideas than white students, and the marginalization of the contributions of scholars of color are supported by this research (Morris 2017; Padilla and Chávez 1995;Turner and Myers 2000). Black and Latinx students have a shortage of mentors of similar backgrounds due to systematic exclusion from these institutions (Ortiz-Walters and Gilson 2005;Santos and Reigadas 2005;Schueths and Carranza 2012). The importance of racial and ethnic similarity and shared experiences between the mentor and mentee is supported by the aforementioned studies, although there is a structurally caused shortage of mentors of various disadvantaged backgrounds.…”

“…Adult mentors are able to combine fun and maturity, supporting the mentees autonomy and independence while role modeling (Allen and Land 1999;Beam et al 2002;Rhodes 2002;Rhodes 2005). Not all mentorships are created equally-the level of closeness between mentor and mentee tends to correlate to the success of the relationship for the mentee (Liao and Sánchez 2016;Ortiz-Walters and Gilson 2005;Santos and Reigadas 2005;Schueths and Carranza 2012). Students with mentors do better in school overall (DuBois and Silverthorn 2005).…”

“…Students with marginalized identities are less likely to have the social and cultural capital necessary to navigate the institution of higher education, and outside of the institution of education people of color, women, and low-income folks are less likely to have access to the social networks that heteronormative, white, men can (Damaske 2009). Along with mentoring, support of the educational institution is also important for students' success (Schueths and Carranza 2012). Institutional supports often aid low-income students, and other marginalized identities, the social capital necessary to navigate education (Stanton-Salazar 2011).…”