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ERIC Number: EJ1199166
Record Type: Journal
Publication Date: 2019
Pages: 4
Abstractor: ERIC
ISSN: ISSN-0363-4523
"Yes, and … ": Continuing the Scholarly Conversation about Mentoring in Higher Education. Wicked Problems Forum: Mentoring in Higher Education
Rudick, C. Kyle; Dannels, Deanna P.
Communication Education, v68 n1 p128-131 2019
Mentoring is a key component in the socialization process for individuals into an institution, providing them with a guide to accruing the cultural and social capital that characterizes the particular field of experience (Bourdieu & Passeron, 2000). Indeed, it is the connection between mentoring and students' material realities that makes the relationship not simply personal, professional, or optional, but, rather, a central component in creating inclusive and just institutional cultures. Mentoring relationships help sensitize students into institutional rules, codes, and norms, such as what to wear, how to interact, and how to dissent within an organizational structure. Furthermore, mentors seek to connect protégés to those who can best support their professional goals and ambitions (e.g., scholars in the same field or alumni for professional employment). Students within mentoring relationships, by receiving mentors' time, attention, and advice, can find success that actualizes (or even exceeds) their talents. In this article, the authors reviews the prior essays on mentoring and communication in this series and Robert T. Craig's seven traditions of the communications discipline to generate research questions that future scholars and teachers can pursue.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A