Relational Mentoring of Doctoral Social Work Students at Historically Black Colleges and Universities

This article explores the distinctive mentoring experiences of social work doctoral students at historically black colleges and universities (HBCUs). With a philosophical emphasis on social justice, self-determination, racial identity and pride, and social integration, social work faculty at HBCUs m...

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Bibliographic Details
Published inJournal of teaching in social work Vol. 37; no. 1; pp. 55 - 70
Main Authors Ross-Sheriff, Fariyal, Berry Edwards, Janice, Orme, Julie
Format Journal Article
LanguageEnglish
Published Routledge 01.01.2017
Subjects
Academic Achievement
African American Students
Black Colleges
Cultural Influences
Doctoral education
Doctoral Programs
Graduate Students
Leadership Training
mentoring
Mentors
preparation for the academy
Social Work
District of Columbia
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Summary:This article explores the distinctive mentoring experiences of social work doctoral students at historically black colleges and universities (HBCUs). With a philosophical emphasis on social justice, self-determination, racial identity and pride, and social integration, social work faculty at HBCUs mentor African American and other students in PhD programs for academic achievement and successful leadership in the professoriate. The mentoring experiences at HBCUs are underpinned by tenets from relational/cultural theory and the Black feminist theory of "other mothering." Using Howard University as a case study, this article examines relational mentoring experiences of PhD students in preparation for the academy and for leadership in social work education and practice.
ISSN:0884-1233
1540-7349
DOI:10.1080/08841233.2016.1270250