Dissertation/Thesis Abstract

The impact of faculty initiation of mentoring relationships on African American male college students: A test of the mentoring enactment theory
by Brown, Kameron, M.A., California State University, Long Beach, 2013, 77; 1523182
Abstract (Summary)

The primary goal of this study was to reveal potential factors that might increase the likelihood of African American males to enter into mentoring relationships with faculty. In order to accomplish this purpose, mentoring enactment theory (MET) was implemented as the theoretical framework to explore the communicative behavior in the initiation phase of mentoring relationships. Combining quantitative and qualitative methods, results indicated that (a) African American males report that they are willing to accept offers of mentoring and/or assistance when faculty members extend the invitation and initiate the request, (b) racial similarity appears to have a significant impact on the likelihood of African American males initiating mentoring relationships with faculty, and (c) power imbalances beyond what is discussed by MET, seem to have an impact on the interactions between African American male students and faculty in higher education. Pedagogical implications, limitations, and directions for future research are also discussed.

Indexing (document details)
Advisor: McKay, Valerie
Commitee: Cargile, Aaron, Robinson, Subrina
School: California State University, Long Beach
Department: Communication Studies
School Location: United States -- California
Source: MAI 52/01M(E), Masters Abstracts International
Subjects: African American Studies, Communication, School counseling
Keywords: African-American, Instructional communication, Men, Mentoring
Publication Number: 1523182
ISBN: 978-1-303-20447-0
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