African American doctoral students and the mentor roles of their advisors

Abstract

This is a qualitative phenomenological study of African American doctoral students and the mentor roles of their advisors. The purpose of this study is to examine the relationship and the importance of connecting the African American doctoral students and their advisors in the mentor roles. The focus of this study is to bring to the forefront the importance as well as the impact of mentors/advisors and their roles in facilitating academic success for African American doctoral students. Many African American doctoral students are typically misunderstood and misdirected in the types of support that they may need to succeed in graduate school (Gallien & Petterson, 2005). Mentors/advisors and the roles that they have are essential to the success of African American doctoral students. The support structures surrounding the mentor/advisor relationship in this research are essential to how it relates to the needs of the African American doctoral student on a predominately White campus. The researcher will interview African American doctoral degree recipients that have successfully completed a doctoral degree program during the 2005-2006 academic school years.