Mentorship Literacy: How an Alternative Literacy Is Developed and Used to Build the Mentor-Mentee Relationship between Teacher and Student in the Middle and High School Years

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dc.contributor.advisorEk, Lucila
dc.contributor.authorGroves, Sonya
dc.contributor.committeeMemberCervantes, Marco
dc.contributor.committeeMemberSaldaña, Lilliana
dc.contributor.committeeMemberZepeda, Candace
dc.creator.orcidhttps://orcid.org/0000-0002-5831-5035
dc.date.accessioned2024-02-05T15:52:28Z
dc.date.available2024-02-05T15:52:28Z
dc.date.issued2021
dc.descriptionThe author has granted permission for their work to be available to the general public.
dc.description.abstractThis study looks at how a mentorship relationship between myself and thirteen graduates of an all-girls public academy developed over the course of six years. The study looked at how gender and race affected this mentorship, and finally, it looked at what alternative literacies were developed to help create and maintain this mentorship. The study was conducted as an autoethnography. I utilized Gloría Anzaldúa’s autohistoria-teoría to help guide how the autoethnography was written. Thirteen young adult women of color (9 Latinas, 2 African-American, and 2 Filipina) were interviewed separately. These interviews were semi-structured and each woman was interviewed three times. The question set was developed using Annette Kuhn’s (2007) memory method. This memory method is three lenses with the first lens asking about the self, the second progressing to the immediate participants, and culminating in the global perspective. The results of these interviews were coded by hand or with Nvivo looking for larger themes. These themes were Learning, Love, and Life. Specific concepts were attributed to each theme and discussed. For each major theme the concepts were the following – Learning: Non-traditional/Alternative Curriculum, Feminist Curriculum, Expectation and Engagement; Love: Student Welfare, Family, and Student (Self)Advocacy; Life: Race, Gender, Initium Vitae. The results indicate that there were alternative literacies created and implemented during the six years and that race, gender, and class were issues that impacted the mentorship relationship.
dc.description.departmentBicultural-Bilingual Studies
dc.format.extent200 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9798505540251
dc.identifier.urihttps://hdl.handle.net/20.500.12588/2834
dc.languageen
dc.subjectalternative literacies
dc.subjectcritical white studies
dc.subjecthigh school
dc.subjectmentoship
dc.subjectmiddle school
dc.subjectsame sex education
dc.subject.classificationEducation
dc.subject.classificationTeacher education
dc.subject.classificationSociolinguistics
dc.subject.lcshMentoring in education -- Case studies
dc.subject.lcshGirls' schools
dc.subject.lcshSociolinguistics
dc.titleMentorship Literacy: How an Alternative Literacy Is Developed and Used to Build the Mentor-Mentee Relationship between Teacher and Student in the Middle and High School Years
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_OA
thesis.degree.departmentBicultural-Bilingual Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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