Memorable Messages from Mentors: A Qualitative Study of First-Generation Graduate Students

Abstract

This study’s inquiry aimed to examine the mentoring experiences of first-generation graduate students, meaning first-generation college students who are currently enrolled in graduate school. Mentors can provide guidance for first-generation graduate students and can have a positive impact on their experience of the graduate school process. This study examined the impact of mentoring relationships on first-generation graduate students and the memorable messages they received from these mentors. Semi-structured interviews were conducted with sixteen first-generation college students who were currently in doctoral programs. Using the qualitative research approach of thematic analysis (Braun & Clarke, 2006), predominant domains and themes were created to provide a rich description of the entire data set. A total of three overarching domains were identified with ten themes within them. Domains covered the areas of 1) Creating a Positive Relationship, 2) Navigating the World of Higher Education, and 3) Supporting the Emotional Needs of Students. Participants emphasized how mentors created positive mentoring relationships. These relationships often began through connecting over shared backgrounds or interests and then deepened through the supportive environment that mentors created. Within the supportive environment, mentors were open to both a personal and professional relationship with their mentees. Participants also reported that their mentors helped them to navigate higher education. This was done by helping participants with the application process to graduate school and providing them with opportunities that were needed to make them competitive applicants. Mentors also assisted students in navigating the culture of graduate school and in guiding their career paths. Finally, participants stated that mentors supported their emotional needs. This was done in a variety of ways including encouraging students to attend graduate school, building up students’ confidence that they can be successful in graduate school, and increasing students’ sense of belonging in graduate school. Discussion of research recommendations and implications for training and practice are included.