Strategies for Mentoring and Advising Evaluation Graduate Students of Colour

Authors

  • Ayesha S. Boyce University of North Carolina, Greensboro

DOI:

https://doi.org/10.3138/cjpe.69574

Keywords:

advising, culture, students of colour, teaching evaluation

Abstract

While evaluators have many intersecting identities, ethnicity remains the most salient identity for evaluators of colour. As formal graduate training in evaluation continues to expand, so too does the number of students from ethnic minoritized populations, who are in need of specialized mentoring and advising. Drawing from previous research on evaluation, higher education literature, and personal reflections from the author, an Afro-Latina faculty member, this practice note outlines five strategies for mentoring and advising evaluation graduate students of colour. These include considering the impact of vicarious trauma; assisting with the facilitation of peer and mentor “squads”; respecting, honouring, and celebrating students’ culture, religion, and families; being vigilant of microaggressions and practicing microvalidations; and developing mentoring competence. Each strategy is presented along with reflections and practical examples for implementation.

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Published

2021-04-21

How to Cite

Boyce, A. S. (2021). Strategies for Mentoring and Advising Evaluation Graduate Students of Colour. Canadian Journal of Program Evaluation, 35(3), 350–362. https://doi.org/10.3138/cjpe.69574

Issue

Vol. 35 No. 3 (2021): Special Issue

Section

Research and Practice Notes

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Copyright (c) 2021 Ayesha S. Boyce

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