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University of New Orleans

1. Nichols, Ingrid Alvarado. A Phenomenological Study on the Mentoring Experiences of Teachers of Color in New Orleans.

Degree: PhD, Educational Administration, 2019, University of New Orleans

Mentoring has been used for centuries as a way for a person to pass on knowledge, skills, or support to a less experienced person. Mentoring in the workplace, however, was not studied until the early 1980s, and then more than a decade later, mentoring was studied in the context of the K-12 teacher workforce. Mentoring has improved teacher effectiveness (Yuan, 2015; Koedel, 2009; Campbell and Malkus, 2011); increased teachers’ self-efficacy (Ingersoll & May, 2011; Saffold, 2005; Louis, 2016); and contributed to teacher retention (Ingersoll & Kralik, 2004; Cohen & Fuller, 2006). Most mentoring studies and theories, however, have been developed with a teacher population that is largely White. While about 50% of students in K-12 public schools in the U.S. are non-White, only 18% of teachers are non-White. Because teachers of color have a profound and positive impact on students, they are worth studying. The purpose of this study is to understand the mentoring experiences of teachers of color in K-12 public charter schools in New Orleans, and to explore how teachers of color benefited from mentoring in the areas of career development and psychosocial support. The researcher utilized a qualitative, phenomenological approach by interviewing ten participants and analyzing the essence of their experiences. Five themes resulted from this research: race plays a significant role in the mentoring of teachers of color; the charter school system in New Orleans has had an impact on the racial make-up of teachers; informal and formal mentoring form a winning combination; mentors provided teachers of color with validation and cultural navigation tools; and mentoring improved teaching practices and retention. This study can have an impact on mentoring theory as it relates to race and identity. This study also has practical implications for K-12 leaders in the way that teachers of color are supported. Advisors/Committee Members: Dr. Elizabeth Jeffers, Dr. Brian Beabout, Dr. Christopher Broadhurst.

Subjects/Keywords: mentoring, mentor, mentee, teachers of color, New Orleans, White privilege, intersectionality, cultural navigation; Adult and Continuing Education; Bilingual, Multilingual, and Multicultural Education; Educational Leadership; Education Economics; Elementary and Middle and Secondary Education Administration; Gender Equity in Education; Other Educational Administration and Supervision; Urban Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nichols, I. A. (2019). A Phenomenological Study on the Mentoring Experiences of Teachers of Color in New Orleans. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2627

Chicago Manual of Style (16th Edition):

Nichols, Ingrid Alvarado. “A Phenomenological Study on the Mentoring Experiences of Teachers of Color in New Orleans.” 2019. Doctoral Dissertation, University of New Orleans. Accessed November 29, 2020. https://scholarworks.uno.edu/td/2627.

MLA Handbook (7th Edition):

Nichols, Ingrid Alvarado. “A Phenomenological Study on the Mentoring Experiences of Teachers of Color in New Orleans.” 2019. Web. 29 Nov 2020.

Vancouver:

Nichols IA. A Phenomenological Study on the Mentoring Experiences of Teachers of Color in New Orleans. [Internet] [Doctoral dissertation]. University of New Orleans; 2019. [cited 2020 Nov 29]. Available from: https://scholarworks.uno.edu/td/2627.

Council of Science Editors:

Nichols IA. A Phenomenological Study on the Mentoring Experiences of Teachers of Color in New Orleans. [Doctoral Dissertation]. University of New Orleans; 2019. Available from: https://scholarworks.uno.edu/td/2627

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