By Thomas Landefeld
Mentoring has regularly been a major consider existence and especially in academia. in reality, making offerings approximately academic objectives and next careers with no enter from mentors can turn out disastrous. thankfully many people have "natural" mentors and for them those offerings are tremendously facilitated. Others should not privileged with typical mentors and as such frequently fight with making those tricky offerings. time and again those everyone is from less than served and deprived backgrounds, the place mentors are too few and much among. For them, determining which occupation route to take might be established not just on inadequate info yet oft instances erroneous info. even supposing the information during this monograph are designed for aiding all people who have an interest in pursuing the learn of technological know-how and technology careers, a different mentoring concentration is on these scholars who've now not skilled the benefits of the privileged classification. also, assistance are incorporated in the event you have an interest in successfully mentoring those members. How and why somebody will get to that time of eager to mentor isn't as very important because the undeniable fact that they've got made that dedication and this monograph may help them do just that.
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Extra resources for Mentoring and Diversity: Tips for Students and Professionals for Developing and Maintaining a Diverse Scientific Community
At the American Association of Community Colleges 2009 annual convention, Mary Sue Vickers, the director of the Plus 50 initiative, told the convention attendees that community colleges must do more to engage older students and prepare them for jobs. In fact, this initiative is a 3-year project that was designed to create and support programs for adults over 50 at 15 community colleges, and despite the fact that a high percentage of community colleges surveyed had offerings specifically for older students, only a little over half of those had work-force training and career-development services tailored specifically for them.
Why? ” And, more often than not, ethnic minorities often attend schools with less funding and resources; hence the basis for disadvantaged and underserved individuals, often both financially and educationally. , often lacking both natural and planned mentoring. This issue is one that our society must address by making education a higher priority; one that will allow for equity and equality regardless of the financial status. However, in the meantime, it is essential for those students to have access to mentoring by any means necessary.
Other reasons, in addition to the reluctance to ask for help, and which have been mentioned already, some of which are not unique to HBCUs, include (1) the lack of role models, (2) lack of preparation, and (3) finances. The last one is of special importance since the lack of sufficient resources and facilities is all too characteristic of many HBCUs and, as such, contributes significantly to this problem. As an example, Philander Smith is not a campus with significant resources but at the same time is relatively small in terms of student numbers and as a result can give more attention to the individual student.