ERIC Number: ED352220
Record Type: Non-Journal
Publication Date: 1992-Apr
Reference Count: N/A
Mentoring Factors in Doctoral Programs of Mexican American and American Indian Students.
Williamson, Madeline J.; Fenske, Robert H.
The purpose of this study was to determine factors affecting satisfaction of Mexican American (MA) and American Indian (AI) students with their doctoral programs. Faculty mentoring plays an extremely significant role in minority education. Previous research indicates differences between males and females in their interaction with faculty. Minority students, especially Mexican Americans and American Indians, are underrepresented among annual doctoral recipients. In this study, 214 MA and AI students attending 6 universities in 5 southwestern states were surveyed, with an overall response rate of 90.9 percent. Background characteristics were compared among four groups: MA and AI male and female students, based on analysis of variance. Principal components factor analysis identified 21 factors underlying 190 variables. Nine of the factors (42.9%) pertained to aspects of faculty mentoring. The two ethnic groups responded similarly on nearly all variables. There were, however, sharply contrasting responses between women and men. Although women excelled academically over men, they were more likely to report unsatisfactory academic experiences and low academic self-concept and to view their institutions as discriminatory. The results suggest that MA and AI doctoral students' feelings of belonging can be greatly facilitated or deterred by their faculty mentors. Lack of concern for these students by nonethnic faculty contributes to their sense of isolation. MA and AI doctoral students should have the opportunity to work with ethic-minority faculty and with mentors of their own gender. (Contains 36 references.) (TES)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Arizona State Univ., Tempe.
Authoring Institution: N/A