The Professional Preparation of African American Graduate Students: A Student Perspective

Even though growth relationships include traditional aspects of academic mentoring, without emphasizing personal development, professional growth is incomplete. Most African American faculty are overloaded with teaching, research, and advising responsibilities and, therefore, are unable to adequatel...

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Bibliographic Details
Published in:Professional psychology, research and practice research and practice, 2001-12, Vol.32 (6), p.581-584
Main Authors: Walker, Katrina L, Wright, Gary, Hanley, Jerome H
Format: Article
Language:English
Subjects:
African Americans
Black People
College students
Graduate Psychology Education
Graduate Students
Human
Mentor
Psychology
Sociocultural Factors
Student Attitudes
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Summary:Even though growth relationships include traditional aspects of academic mentoring, without emphasizing personal development, professional growth is incomplete. Most African American faculty are overloaded with teaching, research, and advising responsibilities and, therefore, are unable to adequately mentor African American graduate students without jeopardizing their careers. Non-African Americans can provide adequate mentoring to African American students; however, because of the lack of a common cultural context, obstacles exist in cross-cultural mentoring relationships. By portraying the growth relationships established between an elder and 2 young professionals, this study illustrates how the involvement of non-academic affiliated African American professionals with African American graduate students is beneficial and indeed essential in the students' academic and personal development.
ISSN:0735-7028
1939-1323
DOI:10.1037/0735-7028.32.6.581