{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-1615"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-1615","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"A Case Study on the Barbara L. Jackson Scholars Mentoring Program and its Role in the Doctoral Preparation of Jackson Scholars for the Professoriate in Educational Administration at Predominately White Institutions","abstract":"This dissertation is a qualitative research inquiry that used single-case study methodology to investigate the role of the Barbara L. Jackson Scholars Program in the doctoral preparation of Jackson Scholars for the Professoriate in educational administration at predominately White institutions (PWIs). Drawing from literature on effective mentoring practices for doctoral students in higher educational settings, the experiences of the Jackson Scholars in the Jackson Scholars Mentoring Program (Jackson Scholars Program) are viewed. Two primary lenses - Jacobi's, (1991) seminal work framed around three commonly used mentoring components in higher education (psychosocial support, role modeling and professional development) and Tillman's (2001) work on effective mentoring relationships and strategies for minority doctoral students preparation for the professoriate in educational administration at PWIs are used to look at mentoring in the Jackson Scholars Program in order to determine the effectiveness of the Jackson Scholars Program. Findings in this study derived from their experiences bring to the forefront the importance as well as the impact of mentoring in the Jackson Scholars Program and the role it plays in facilitating the successful doctoral preparation of Jackson Scholars for the professoriate in educational administration at PWIs. Specific factors that emerged as most attributable to their matriculation from doctoral studies to the professoriate are also enumerated. New data from this study may be used to develop or enhance mentoring in the Jackson Scholars Program in order to improve support for the preparation of doctoral students of color for the professoriate at PWIs. And finally, this study is relevant to the field of Education because it supplies data that may help fill a void in adolescent literature on the impact of preparing significantly more doctoral students of color for the professoriate in Educational Administration at PWIs.","abstract_html":"This dissertation is a qualitative research inquiry that used single-case study methodology to investigate the role of the Barbara L. Jackson Scholars Program in the doctoral preparation of Jackson Scholars for the Professoriate in educational administration at predominately White institutions (PWIs). Drawing from literature on effective mentoring practices for doctoral students in higher educational settings, the experiences of the Jackson Scholars in the Jackson Scholars Mentoring Program (Jackson Scholars Program) are viewed. Two primary lenses - Jacobi's, (1991) seminal work framed around three commonly used mentoring components in higher education (psychosocial support, role modeling and professional development) and Tillman's (2001) work on effective mentoring relationships and strategies for minority doctoral students preparation for the professoriate in educational administration at PWIs are used to look at mentoring in the Jackson Scholars Program in order to determine the effectiveness of the Jackson Scholars Program. Findings in this study derived from their experiences bring to the forefront the importance as well as the impact of mentoring in the Jackson Scholars Program and the role it plays in facilitating the successful doctoral preparation of Jackson Scholars for the professoriate in educational administration at PWIs. Specific factors that emerged as most attributable to their matriculation from doctoral studies to the professoriate are also enumerated. New data from this study may be used to develop or enhance mentoring in the Jackson Scholars Program in order to improve support for the preparation of doctoral students of color for the professoriate at PWIs. And finally, this study is relevant to the field of Education because it supplies data that may help fill a void in adolescent literature on the impact of preparing significantly more doctoral students of color for the professoriate in Educational Administration at PWIs.","abstract_has_math":false,"creators":["Grant, Cosette M."],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Interdisciplinary Doctoral Program for Education Leaders (IDPEL)","degree_department":null,"school":null,"contributors":["Olga Welch","Peter Miller","Rodney Hopson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-01-01T08:00:00Z","date_published":"2009-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:46Z","subjects":["Mentoring","Doctoral Students of Color","Doctoral students of color at PWIs","Jackson Scholars","Jackson Scholars Program","Preparation program for doctoral students of color"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/599","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Olga Welch","Peter Miller","Rodney Hopson"]},{"key":"dc:creator","label":"Author","values":["Grant, Cosette M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary Doctoral Program for Education Leaders (IDPEL)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mentoring","Doctoral Students of Color","Doctoral students of color at PWIs","Jackson Scholars","Jackson Scholars Program","Preparation program for doctoral students of color"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/599"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation is a qualitative research inquiry that used single-case study methodology to investigate the role of the Barbara L. Jackson Scholars Program in the doctoral preparation of Jackson Scholars for the Professoriate in educational administration at predominately White institutions (PWIs). Drawing from literature on effective mentoring practices for doctoral students in higher educational settings, the experiences of the Jackson Scholars in the Jackson Scholars Mentoring Program (Jackson Scholars Program) are viewed. Two primary lenses - Jacobi's, (1991) seminal work framed around three commonly used mentoring components in higher education (psychosocial support, role modeling and professional development) and Tillman's (2001) work on effective mentoring relationships and strategies for minority doctoral students preparation for the professoriate in educational administration at PWIs are used to look at mentoring in the Jackson Scholars Program in order to determine the effectiveness of the Jackson Scholars Program. Findings in this study derived from their experiences bring to the forefront the importance as well as the impact of mentoring in the Jackson Scholars Program and the role it plays in facilitating the successful doctoral preparation of Jackson Scholars for the professoriate in educational administration at PWIs. Specific factors that emerged as most attributable to their matriculation from doctoral studies to the professoriate are also enumerated. New data from this study may be used to develop or enhance mentoring in the Jackson Scholars Program in order to improve support for the preparation of doctoral students of color for the professoriate at PWIs. And finally, this study is relevant to the field of Education because it supplies data that may help fill a void in adolescent literature on the impact of preparing significantly more doctoral students of color for the professoriate in Educational Administration at PWIs."]},{"key":"dc:title","label":"Title","values":["A Case Study on the Barbara L. Jackson Scholars Mentoring Program and its Role in the Doctoral Preparation of Jackson Scholars for the Professoriate in Educational Administration at Predominately White Institutions"]}]}],"canonical_facts":{"dc:contributor":["Olga Welch","Peter Miller","Rodney Hopson"],"dc:creator":["Grant, Cosette M."],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["This dissertation is a qualitative research inquiry that used single-case study methodology to investigate the role of the Barbara L. Jackson Scholars Program in the doctoral preparation of Jackson Scholars for the Professoriate in educational administration at predominately White institutions (PWIs). Drawing from literature on effective mentoring practices for doctoral students in higher educational settings, the experiences of the Jackson Scholars in the Jackson Scholars Mentoring Program (Jackson Scholars Program) are viewed. Two primary lenses - Jacobi's, (1991) seminal work framed around three commonly used mentoring components in higher education (psychosocial support, role modeling and professional development) and Tillman's (2001) work on effective mentoring relationships and strategies for minority doctoral students preparation for the professoriate in educational administration at PWIs are used to look at mentoring in the Jackson Scholars Program in order to determine the effectiveness of the Jackson Scholars Program. Findings in this study derived from their experiences bring to the forefront the importance as well as the impact of mentoring in the Jackson Scholars Program and the role it plays in facilitating the successful doctoral preparation of Jackson Scholars for the professoriate in educational administration at PWIs. Specific factors that emerged as most attributable to their matriculation from doctoral studies to the professoriate are also enumerated. New data from this study may be used to develop or enhance mentoring in the Jackson Scholars Program in order to improve support for the preparation of doctoral students of color for the professoriate at PWIs. And finally, this study is relevant to the field of Education because it supplies data that may help fill a void in adolescent literature on the impact of preparing significantly more doctoral students of color for the professoriate in Educational Administration at PWIs."],"dc:identifier":["https://dsc.duq.edu/etd/599"],"dc:language":["English"],"dc:subject":["Mentoring","Doctoral Students of Color","Doctoral students of color at PWIs","Jackson Scholars","Jackson Scholars Program","Preparation program for doctoral students of color"],"dc:title":["A Case Study on the Barbara L. Jackson Scholars Mentoring Program and its Role in the Doctoral Preparation of Jackson Scholars for the Professoriate in Educational Administration at Predominately White Institutions"],"thesis:degree_discipline":["Interdisciplinary Doctoral Program for Education Leaders (IDPEL)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:09:46Z"}