Affiliation:
1. Faculty of Education, University of Lethbridge, Lethbridge, Alberta, Canada
Abstract
This article investigates and shares the elements of a successful working relationship between an Aboriginal graduate student and a non-Aboriginal faculty supervisor. In order to explore the emerging relationship, each author reflected on the experience by recording weekly journal entries and examining supporting literature. Through examination of the literature and their own metacognition, the authors came to the realization that theirs’ was a productive and enjoyable relationship due in large part to mutual respect and consistent back and forth feedback.
Reference21 articles.
1. Absolon, K. (2010). Indigenous wholistic theory: A knowledge set for practice. First Peoples Child & Family Review, 5(2), 74-87. Retrieved from http://journals.sfu.ca/fpcfr/index.php/FPCFR/index
2. Adrian-Taylor, S. R., Noels, K. A., & Tischler, K. (2007). Conflict between international graduate students and faculty supervisors: Toward effective conflict prevention and management strategies. Journal of Studies in International Education, 11(1), 90–117.
3. Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education, 73(1), 94–122.
4. Brown-Wright, D., Dubick, R. A., & Newman, I. (1997). Graduate assistant expectation and faculty perception: Implications for mentoring and training. Journal of College Student Development, 38(4), 410-416. Retrieved from http://eric.ed.gov/?id=EJ555271
5. Cesa, I. L. & Fraser, S. C. (1989). A method for encouraging the development of good mentoring-protégé relationships. Teaching of Psychology, 16(3), 125–128.