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Nonprofit and Voluntary Sector Quarterly
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Mentoring for Doctoral Student Praxis-Centered Learning: Creating a Shared Culture of Intellectual Aspiration

Max Stephenson, JR

Virginia Tech

Rachel Christensen

Virginia Tech

This article explores the potential of doctoral student mentoring programs to serve as one bridge in the academic—practitioner divide in nonprofit education. This disconnect manifests itself in critiques regarding the marginalization of practitioners and lack of knowledge sharing. The article examines the potential role of nonprofit doctoral student mentoring as a possible avenue for addressing the divide by developing the intellectual capacities of graduates to interact effectively in both the academic and practitioner domains. It stresses the importance of a particular form of mentoring and its ties to multiple, reinforcing opportunities for students if analytical, praxis-centered capacities are to be successfully developed. Ultimately, this article aims to stimulate discussion on the role and forms of mentoring of scholars who must develop praxis capacities rather than to offer definitive evidence of the superiority of one or another approach of ensuring that result.

Key Words: doctoral-level nonprofit education • mentoring • praxis • peer mentoring

This version was published on December 1, 2007

Nonprofit and Voluntary Sector Quarterly, Vol. 36, No. 4 suppl, 64S-79S (2007)
DOI: 10.1177/0899764007305055
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