Mentoring Doctoral Student Mothers in Counselor Education: A Phenomenological Study

Autor/inn/en	Kent, Vanessa; Runyan, Helen; Savinsky, David; Knight, Jasmine
Titel	Mentoring Doctoral Student Mothers in Counselor Education: A Phenomenological Study
Quelle	In: Professional Counselor, 10 (2020) 4, S.532-547 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-3989
Schlagwörter	Mentors; Doctoral Students; Student Experience; Mothers; Counselor Training; Academic Persistence; Role Conflict; Family Work Relationship; Professional Identity; Personality Traits; Social Support Groups; Teacher Student Relationship; Peer Relationship; Barriers; Advocacy; Time Management + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Studienerfahrung; Mother; Mutter; Rollenkonflikt; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Social support; Soziale Unterstützung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Sozialanwaltschaft; Zeitmanagement
Abstract	When the pursuit of doctoral studies and motherhood intersect, the risk of attrition increases. Although other studies have explored the challenges of student mothers in academia, this study looked at how mentorship might mediate them. This phenomenological study examined the mentoring experiences of doctoral student mothers or recent graduates in counselor education and supervision programs (N = 12). Unanimously, participants articulated that their professional identity was enhanced by their identity as mothers, but balancing multiple roles required supportive mentors. Participants described the personal qualities of effective faculty and peer mentors, many also mothers who understood their needs. Mentoring served as a protective factor in helping navigate barriers, providing academic and emotional encouragement, reducing isolation, and creating realistic timelines. Suggestions for mentoring programs and advocacy are discussed. (As Provided).
Anmerkungen	National Board for Certified Counselors, Inc. and Affiliates. 3 Terrace Way, Greensboro, NC 27403. Tel: 336-547-0607; Fax: 336-547-0017; e-mail: TCPjournal@nbcc.org; Web site: http://tpcjournal.nbcc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01