Preconference
Authors: Lynn Lundy Evans (Iowa State University) , Ashley Garrin (Iowa State University) , Thelma Harding (Iowa State University)
Mentoring relationships are integral to the success of aspiring research scholars and often shape their career choices and professional presence. A mentor’s unfamiliarity, misunderstanding of the social aspect of mentoring, or blindness to racial, cross-cultural, and diversity challenges that affect under-served populations can be detrimental to a student scholar’s self-efficacy, identity, and ultimately academic and career advancement. This workshop, facilitated by the Ronald E. McNair Post-Baccalaureate Achievement Program staff, will share how an instructional nature of mentoring can negatively impact identity development and self-confidence. We will discuss the benefits of moving toward a more situated developmental framework in mentoring, one that promotes high-trust and opportunities for increased exposure to challenging work. A set of best practices will be generated to help both mentor and apprentice aspire to reach higher levels of confidence, competence, and credibility.
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How to Cite: Lundy Evans, L. , Garrin, A. & Harding, T. (2019) “Impact of Mentoring Relationships on Student Identity: Using a Developmental Framework as a Guide to Effective Mentoring Practices”, Iowa State Conference on Race and Ethnicity. 20(1).