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Mentorship Among Educational Leadership Doctoral Students Enrolled at Historically Black Colleges and Universities

Mentorship Among Educational Leadership Doctoral Students Enrolled at Historically Black Colleges and Universities

Julian L. BourneSmothers, Patrice W. Glenn Jones
Copyright: © 2023 |Pages: 19
ISBN13: 9781668460498|ISBN10: 1668460491|ISBN13 Softcover: 9781668460535|EISBN13: 9781668460504
DOI: 10.4018/978-1-6684-6049-8.ch016
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MLA

Julian L. BourneSmothers, and Patrice W. Glenn Jones. "Mentorship Among Educational Leadership Doctoral Students Enrolled at Historically Black Colleges and Universities." Best Practices and Programmatic Approaches for Mentoring Educational Leaders, edited by Amanda Wilkerson and Shalander Samuels, IGI Global, 2023, pp. 221-239. https://doi.org/10.4018/978-1-6684-6049-8.ch016

APA

Julian L. BourneSmothers & Jones, P. W. (2023). Mentorship Among Educational Leadership Doctoral Students Enrolled at Historically Black Colleges and Universities. In A. Wilkerson & S. Samuels (Eds.), Best Practices and Programmatic Approaches for Mentoring Educational Leaders (pp. 221-239). IGI Global. https://doi.org/10.4018/978-1-6684-6049-8.ch016

Chicago

Julian L. BourneSmothers, and Patrice W. Glenn Jones. "Mentorship Among Educational Leadership Doctoral Students Enrolled at Historically Black Colleges and Universities." In Best Practices and Programmatic Approaches for Mentoring Educational Leaders, edited by Amanda Wilkerson and Shalander Samuels, 221-239. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6049-8.ch016

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Abstract

The role of mentorship among educational leadership doctoral students and candidates is a specialized focus within the wider scope of mentorship study. When examined among doctoral students and candidates enrolled at one of the nation's historically Black colleges and universities, the scope is further narrowed. In this chapter, qualitative research methods were used to examine the role of mentorship among educational leadership doctoral students and candidates enrolled at historically Black colleges and universities. Semi-structured, in-depth interviews were conducted among 17 respondents who were either students, candidates, or recent graduates of educational leadership or related programs (e.g., educational administration; educational leadership, policy, and law). Four themes emerged from the findings: care about me, lead me, pass the torch or baton, and don't haze me.

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