University of Illinois Urbana-Champaign

Fit before merit: exploring former McNair Scholars’ perceptions of faculty-student relationships

Vaughan, Terry

Content Files
VAUGHAN-DISSERTATION-2017.pdf

Permalink

https://hdl.handle.net/2142/98225

Description

Title
Fit before merit: exploring former McNair Scholars’ perceptions of faculty-student relationships
Author(s)
Vaughan, Terry
Issue Date
2017-06-06
Director of Research (if dissertation) or Advisor (if thesis)
McCarthy, Cameron R.
Doctoral Committee Chair(s)
McCarthy, Cameron R.
Committee Member(s)
  • Dyson, Anne H.
  • Zamani-Gallaher, Eboni
  • Brown, Ruth N.
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educational Policy Studies
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Date of Ingest
2017-09-29T16:39:05Z
Keyword(s)
  • McNair Scholars Program
  • Higher education
  • Formal mentoring
  • Faculty-student relationships
  • Underrepresented students
Abstract
The Ronald E. McNair Scholars Postbaccalaureate Achievement Program is a federally funded program in the United States aimed at preparing underrepresented undergraduate students for graduate school. Within the program, which tends to have a meritocratic disposition, a mentorship component seeks to help students learn how to work with faculty members within the context of research. The central question of this exploratory study was how former McNair Scholars perceive the effectiveness of the mentorship component of the McNair program. This study is a student-centered and invites future studies about other perspectives within the McNair program, especially from faculty members and program staff. Based on eight interviews with former McNair Scholars in graduate school, in addition to complementary insights from my experience as a former McNair scholar and a previous participant observation study on current McNair Scholars’ work, a key finding is that the mentoring component struggled to address the tension between fit and merit within faculty-student relationships. This finding has implications for the future of the mentorship component of the McNair Program in addition to other the theorization of faculty-student relationships.
Graduation Semester
2017-08
Type of Resource
text
Permalink
http://hdl.handle.net/2142/98225
Copyright and License Information
Copyright 2017 Terry Vaughan

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