Browsing by Subject "mentorship"
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Item For a Big Impact, Go Small(The Texas Scientist, 2015) Airhart, MarcItem Peri-pandemic Graduate Writing Mentorship Program from Praxis: A Writing Center Journal Vol.19 No.3(Praxis, 2022) Jiang, Xuan; Salgado, Adrian R.; Glass, CourtneyWriting support is provided to graduate students in many universities worldwide. This support includes writing classes and advisors’ mentorship, as well as writing center tutoring and organized writing groups, all of which are well documented in the literature. However, the current literature does not represent the diverse population of graduate writers, including international and multilingual students, first-generation college and graduate students, and their more significant writing support needs during the COVID-19 pandemic. The current study aims to share the missing voices as a contribution to the literature. In this IRB-approved mixed-methods study, we, the three authors, collected fourteen surveys and ten interviews from two cohorts of writing groups in Summer 2021. Via data analysis, we were able to thematize inter-language and affective factors not only within writing but across and for writing. We argued that those factors which have been largely neglected are vital to writing as a process. The temporal and spatial factors resulting from the pandemic also offer more considerations for other writing centers to implement or further refine their forms of support to cater to graduate writers.Item Supporting the Educational Success of Black Girls: Mentorship and Empowerment(2023-05) Enagala, PoojaThe educational success of Black girls in the United States is a critical issue that requires attention and action. This thesis examines the role of mentorship in supporting the educational outcomes of Black girls, drawing on existing literature in the field. Through a review of various studies, it becomes clear that mentorship programs that are grounded in critical race theory and feminism, and that prioritize the development of identity and empowerment, are most effective in promoting positive educational outcomes for Black girls. The thesis outlines key factors that are essential for successful mentorship programs, including the need for culturally responsive and trauma-informed practices, safe and inclusive spaces, and support for family and community engagement. It also identifies challenges that must be addressed in the implementation of these programs, such as funding, systemic racism, and the need for ongoing evaluation and assessment. The thesis recommends a structured approach to implementing effective mentorship programs, which includes the development of clear program goals and objectives, the recruitment of diverse and qualified mentors, the provision of training and support for mentors, and ongoing evaluation and assessment to ensure program effectiveness. It emphasizes the importance of centering the voices and experiences of Black girls in the design and implementation of these programs, and the need for a collaborative approach that involves families, communities, and schools. Overall, this thesis highlights the urgent need for action to support the educational success of Black girls, and emphasizes the critical role that mentorship can play in achieving this goal. By prioritizing the development of empowering and inclusive mentorship programs, we can help ensure that Black girls are able to thrive academically, socially, and personally.