2017
DOI: 10.1080/08841233.2016.1270250
|View full text |Cite
|
Sign up to set email alerts
|

Relational Mentoring of Doctoral Social Work Students at Historically Black Colleges and Universities

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1

Citation Types

0
3
0

Year Published

2018
2018
2024
2024

Publication Types

Select...
6

Relationship

0
6

Authors

Journals

citations
Cited by 15 publications
(3 citation statements)
references
References 23 publications
0
3
0
Order By: Relevance
“…Several scholars and researchers have investigated the experiences of Black students at HBCUs (Allen, 1992;Fries-Britt & Turner, 2002;Guiffrida, 2003;Palmer & Gasman, 2008;Palmer & Wood, 2012;Roebuck & Murty, 1993). Among the studies on HBCU students, several themes emerge: (1) HBCU students receive significant faculty, staff, and peer support, as well as mentoring (Hirt et al, 2008;Ross-Sheriff et al, 2017); (2) gender differences exist in on campus engagement and success among Black students at HBCUs (Fleming, 1984;Harper et al, 2004;Palmer et al, 2009Palmer et al, , 2014; (3) HBCUs provide conducive learning environments for Black students (Ancis et al, 2000) and they perform just as well or better than their counterparts at PWIs, particularly in STEM fields (Kim & Conrad, 2006;McCoy et al, 2017;Palmer et al, 2010;Perna et al, 2009) and (4) HBCUs contribute to Black student's cultural awareness, self-confidence, and satisfaction (Berger & Milem, 2000;Outcalt & Skewes-Cox, 2002). While academic, social, and cultural conditions at HBCUs are largely supportive in facilitating student learning and engagement, Black students are not monolithic in terms of representation.…”
Section: Black Students At Hbcusmentioning
confidence: 99%
“…Several scholars and researchers have investigated the experiences of Black students at HBCUs (Allen, 1992;Fries-Britt & Turner, 2002;Guiffrida, 2003;Palmer & Gasman, 2008;Palmer & Wood, 2012;Roebuck & Murty, 1993). Among the studies on HBCU students, several themes emerge: (1) HBCU students receive significant faculty, staff, and peer support, as well as mentoring (Hirt et al, 2008;Ross-Sheriff et al, 2017); (2) gender differences exist in on campus engagement and success among Black students at HBCUs (Fleming, 1984;Harper et al, 2004;Palmer et al, 2009Palmer et al, , 2014; (3) HBCUs provide conducive learning environments for Black students (Ancis et al, 2000) and they perform just as well or better than their counterparts at PWIs, particularly in STEM fields (Kim & Conrad, 2006;McCoy et al, 2017;Palmer et al, 2010;Perna et al, 2009) and (4) HBCUs contribute to Black student's cultural awareness, self-confidence, and satisfaction (Berger & Milem, 2000;Outcalt & Skewes-Cox, 2002). While academic, social, and cultural conditions at HBCUs are largely supportive in facilitating student learning and engagement, Black students are not monolithic in terms of representation.…”
Section: Black Students At Hbcusmentioning
confidence: 99%
“…Understanding the relative importance of these motivational and demographic factors can help programs in increasing both their accessibility and their appeal to Black applicants. Additional research should also elucidate factors that may impact retention within graduate programs for Black psychotherapy trainees as well as trainees’ motivations and career choices, including formal and informal mentorship (Jones et al, 2018; Ross-Sheriff et al, 2017). Ultimately, all mental health fields may benefit from learning from each other to promote the enrollment and retention of Black students, toward the goal of increased representation of practicing therapists.…”
Section: Discussionmentioning
confidence: 99%
“…Studies included in our review also captured efforts that programs have made to support underrepresented ethnoracial doctoral students (Davis, 2016;Ghose, Ali, & Keo-Keier, 2107;Pinto & Francis, 2005;Ross-Sheriff, Berry Edwards, & Orme, 2017;Schiele & Francis, 1996;Simon, Bowles, King, & Roff, 2004). These studies identified a range of sources that support U.S. social work doctoral students from underrepresented backgrounds, including other students, faculty, and educational institutions.…”
Section: Support Structures and Recommendationsmentioning
confidence: 99%