Mentoring in Academia: Considerations for ... - Dr. William Sedlacek

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Szapocznik, J., Scopetta, M. A., Kurtines, W., & Aranalde, M. A. (1978). Theory and measurement of acculturation. Interamerican Journal of Psychology, 12, 113-120. Uba, L. (1994). Asian Americans: Personality patterns, identity, and mental health. New York: The Guilford Press. U.S. Census Bureau (2003). Census brief: Current population survey. Retrieved February 27, 2005, from http://www.census.gov/prod/2002pubs/c2kbr01-16.pdf. U.S. Census Bureau (2003). Factors for features (CB03-FF.05). Retrieved February 27, 2005, from http://www.census.gov/Press- Release/www/releases/archives/facts_for_features/001627.html. U.S. Census Bureau (2004). Educational attainment in the United States: 2003. Retrieved February 27, 2005, from http://www.census.gov/prod/2004pubs/p20- 550.pdf#search='Educational%20attainment%20in%20the%20United%20States: %202003' Westbrook, F. D., & Sedlacek, W. E. (1988). Workshop on using noncognitive variables with minority students in higher education. Journal for Specialists in Group Work, 13, 82-89. Wilde, J. B., & Schau, C. G. (1991). Mentoring in graduate schools of education: Mentees’ perceptions. Journal of Experimental Education, 59, 165-179.
Variable Variable Name 1 Positive Self-Concept Exhibit 1 Description of Noncognitive Variables � Demonstrates confidence, strength of character, determination, and independence. 2 Realistic Self-Appraisal • Recognizes and accepts any strengths and deficiencies, especially academic, and works hard at self- development. Recognizes need to broaden his/her individuality. 3 Understands and Knows How to Handle Racism (the System) • Exhibits a realistic view of the system based upon personal experience of racism. Committed to improving the existing system. Takes an assertive approach to dealing with existing wrongs, but is not hostile to society, nor is a "cop-out." Able to handle racist system. 4 Prefers Long-Range to Short-Term or Immediate Needs • Able to respond to deferred gratification, plans ahead and sets goals. 5 Availability of Strong Support Person • Seeks and takes advantage of a strong support network or has someone to turn to in a crisis or for encouragement. 6 Successful Leadership Experience • Demonstrates strong leadership in any area of his/her background (e.g. church, sports, non-educational groups, gang leader, etc.). 7 Demonstrated Community Service • Participates and is involved in his/her community. 8 Knowledge Acquired in or about a Field • Acquires knowledge in a sustained and/or culturally related ways in any field. Exhibit 2
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Page 3 and 4: have speculated that positive advis
Page 5 and 6: One way to understand the notion of
Page 7 and 8: eing faced by nontraditional studen
Page 9 and 10: dealing with sexism, gender-role st
Page 11 and 12: counterparts at HBCUs. This implied
Page 13 and 14: explore the supervisory relationshi
Page 15 and 16: development, but in human developme
Page 17 and 18: within the Asian American populatio
Page 19 and 20: Major differences between U.S. and
Page 21 and 22: Acculturation and Ethnic Identity D
Page 23 and 24: mutual development. It is a bicultu
Page 25 and 26: Clark, R. A., Harden, S. L., & John
Page 27 and 28: Johnson, W. B. (2003). A framework
Page 29 and 30: practitioners toward Asian American
Page 31: Sedlacek, W. E. (1996). An empirica
Page 35 and 36: Does the protégé assume he/she ca
Page 37 and 38: Variable #5: AVAILABILITY OF STRONG
Page 39 and 40: Variables #7: COMMUNITY INVOLVEMENT

Mentoring in Academia: Considerations for ... - Dr. William Sedlacek

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