Students Perspectives on Holistic Mentoring Practices in STEM Fields

Courtney L. Luedke · Dorian L. McCoy · Rachelle Winkle-Wagner · Jamila L. Lee-Johnson

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Career Development and Diversity Critical Race Theory in Education Mentoring and Academic Development

Abstract

This critical multi-site case study examined the holistic mentoring practices provided by faculty to Students of Color in STEM fields at a predominantly White institution and a historically Black institution. We employed Bourdieu’s social reproduction theory to examine the ways in which social capital developed through faculty-student mentoring relationships led to the accumulation of cultural capital valued in STEM fields and higher education more broadly.

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2009Qualitative Research: A Guide to Design and Implementation 2018Distinction: A Social Critique of the Judgement of Taste*2004Five Misunderstandings About Case-Study Research 2005Whose culture has capital? A critical race theory discussion of community cultural wealth 1988Leaving College: Rethinking the Causes and Cures of Student Attrition 2014Student Involvement: A Developmental Theory for Higher Education 2007Understanding the science experiences of successful women of color: Science identity as an analytic lens 1996Critical ethnography in educational research: a theoretical and practical guide

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