The purpose of this qualitative research study was to explore the mentoring relationships from faculty of color to underrepresented minority students (UMS), specifically focusing on how mentorship roles between these populations inspired higher degree aspirations and academic self-confidence for UMS. In addition, the study also highlights how the pipeline issue of UMS not persisting on to pursue doctoral and other advanced degrees illuminates the problem of the lack of faculty of color in higher education. Qualitative findings reveal various educational and personal factors that influence the attainment of advanced degrees among UMS and experiences faced by minority faculty in academia. Lastly, interactions among faculty of color and UMS reveal benefiting factors for UMS within an academic setting.
|Advisor:||Locks, Angela M.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 50/04M, Masters Abstracts International|
|Subjects:||Multicultural Education, Higher education|
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