Home > Research > Publications & Outputs > Finding “your” people

Links

Text available via DOI:

View graph of relations

Finding “your” people: The impact of mentoring relationships in overcoming barriers to academic achievement in underrepresented student populations

Research output: Contribution to Journal/MagazineJournal articlepeer-review

E-pub ahead of print

Standard

Finding “your” people : The impact of mentoring relationships in overcoming barriers to academic achievement in underrepresented student populations. / DaLuz, Franci.

In: Studies in Technology Enhanced Learning, 20.06.2022.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

APA

Vancouver

DaLuz F. Finding “your” people: The impact of mentoring relationships in overcoming barriers to academic achievement in underrepresented student populations. Studies in Technology Enhanced Learning. 2022 Jun 20. Epub 2022 Jun 20. doi: 10.21428/8c225f6e.8fbb18b3

Author

Bibtex

@article{207b4ebee2554f10af5abd4b003ec698,
title = "Finding “your” people: The impact of mentoring relationships in overcoming barriers to academic achievement in underrepresented student populations",
abstract = "First generation college students, especially those with intersecting identities within other marginalized groups, face many barriers in navigating academia. Among these barriers is the long-established set of negative beliefs about the self, known as Imposter Syndrome. Imposter feelings are often invisible to others, but manifest as anxiety, self-doubt, self-handicapping, or irrational fear of failure in light of previous successes (Craddock et al., 2011). Through an autoethnographic study, this paper explores how mentoring relationships facilitate persistence and academic achievement for underrepresented students. I will analyze the manifestation of imposter feelings in my academic activities and how I was able to overcome these with the assistance of mentoring relationships. This study contributes to the existing literature on the impact of mentoring in overcoming imposter syndrome by providing a unique perspective through the lived experience of both mentor and mentee.",
keywords = "first-generation students, academic achievement, imposter syndrome, mentorship, underrepresented students",
author = "Franci DaLuz",
year = "2022",
month = jun,
day = "20",
doi = "10.21428/8c225f6e.8fbb18b3",
language = "English",
journal = "Studies in Technology Enhanced Learning",
publisher = "PubPub",

}

RIS

TY - JOUR

T1 - Finding “your” people

T2 - The impact of mentoring relationships in overcoming barriers to academic achievement in underrepresented student populations

AU - DaLuz, Franci

PY - 2022/6/20

Y1 - 2022/6/20

N2 - First generation college students, especially those with intersecting identities within other marginalized groups, face many barriers in navigating academia. Among these barriers is the long-established set of negative beliefs about the self, known as Imposter Syndrome. Imposter feelings are often invisible to others, but manifest as anxiety, self-doubt, self-handicapping, or irrational fear of failure in light of previous successes (Craddock et al., 2011). Through an autoethnographic study, this paper explores how mentoring relationships facilitate persistence and academic achievement for underrepresented students. I will analyze the manifestation of imposter feelings in my academic activities and how I was able to overcome these with the assistance of mentoring relationships. This study contributes to the existing literature on the impact of mentoring in overcoming imposter syndrome by providing a unique perspective through the lived experience of both mentor and mentee.

AB - First generation college students, especially those with intersecting identities within other marginalized groups, face many barriers in navigating academia. Among these barriers is the long-established set of negative beliefs about the self, known as Imposter Syndrome. Imposter feelings are often invisible to others, but manifest as anxiety, self-doubt, self-handicapping, or irrational fear of failure in light of previous successes (Craddock et al., 2011). Through an autoethnographic study, this paper explores how mentoring relationships facilitate persistence and academic achievement for underrepresented students. I will analyze the manifestation of imposter feelings in my academic activities and how I was able to overcome these with the assistance of mentoring relationships. This study contributes to the existing literature on the impact of mentoring in overcoming imposter syndrome by providing a unique perspective through the lived experience of both mentor and mentee.

KW - first-generation students

KW - academic achievement

KW - imposter syndrome

KW - mentorship

KW - underrepresented students

U2 - 10.21428/8c225f6e.8fbb18b3

DO - 10.21428/8c225f6e.8fbb18b3

M3 - Journal article

JO - Studies in Technology Enhanced Learning

JF - Studies in Technology Enhanced Learning

ER -