<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><rec-number>2924</rec-number><ref-type>Journal Article</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Chan, Anne W.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Mentoring Ethic Minority, Pre-Doctoral Students: An Analysis of Key Mentor Practices</style></title><secondary-title><style face="normal" font="default" size="100%">Mentoring &amp; Tutoring: Partnership in Learning</style></secondary-title></titles><taxonomies><taxonomy><style  face="normal" font="default" size="100%">Education</style></taxonomy><taxonomy><style  face="normal" font="default" size="100%">Mentoring</style></taxonomy><taxonomy><style  face="normal" font="default" size="100%">Diversity</style></taxonomy></taxonomies><pubtype><style  face="normal" font="default" size="100%">Journal Article</style></pubtype><audience-level><style  face="normal" font="default" size="100%">ug</style></audience-level><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">08/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.ethicslibrary.org/resources/228/</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><pages><style face="normal" font="default" size="100%">263-277</style></pages><issn><style face="normal" font="default" size="100%">1361-1267</style></issn><abstract><style face="normal" font="default" size="100%">This article present results from a qualitative study that examined mentor practices with four ethnic minority protgs interested in applying to doctoral programs in psychology. Some of the mentor practices identified were expected and consistent with the research literature. Other findings were unanticipated but significant. In particular, talking about race, racism and privilege was found to promote trust and rapport in these cross-cultural relationships. The major outcome of this study was the overarching meaning inherent in all these mentor practices - individually and combined, these practices empowered the protgs with the resources and access needed to enter the world of academia.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><notes><style face="normal" font="default" size="100%">Accessed through the Ethics in Science and Engineering National Clearinghouse </style></notes></record></records></xml>