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Focus group research assistants conducted 12 recorded interviews and used inductive content analysis to develop themes. Fifty-four participants across master’s and PhD programs reported significant psychological, physical, financial, and relational challenges. The dominant theme is “falling through the cracks,” including missing mentorship, difficulty accessing it, institutional structures undermining mentoring, and harm to mentees.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/falling-through-the-cracks-graduate-students-experiences-of-mentoring-absence/596229/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/falling-through-the-cracks-graduate-students-experiences-of-mentoring-absence/596229.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"It focuses on graduate students’ perceptions of problematic mentorship and the effects of mentorship absence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the qualitative data collected?",{"text":117,"@type":113},"Graduate student research assistants conducted 12 recorded focus group interviews and transcribed them.",{"name":119,"@type":110,"acceptedAnswer":120},"What themes did the authors identify?",{"text":121,"@type":113},"The major theme was “falling through the cracks,” with subthemes including missing mentorship, access difficulties, undermining university structures, and damage to mentees.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596229,1792191172,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 13 | Issue 1 | Article 2 |\n| --- | --- |\n| Winter 02-15-2022\u003Cbr>Falling Through the Cracks: Graduate\u003Cbr>Students’ Experiences of Mentoring Absence\u003Cbr>Wendy Hall\u003Cbr>University of British Columbia, [wendy.hall@ubc.ca](wendy.hall@ubc.ca)[ ](wendy.hall@ubc.ca)Sarah Liva\u003Cbr>Trinity Western University, [Sarah.Liva@twu.ca](Sarah.Liva@twu.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2022.1.10957](https://doi.org/10.5206/cjsotlrcacea.2022.1.10957) |  |\n\nRecommended Citation  \nHall, W., & Liva, S. (2022) . Falling through the cracks: Graduate students’ experiences of mentoring absence. The Canadian Journal for the Scholarship of Teaching and Learning, 13(1). [https://doi.org/10.5206/cjsotlrcacea.2022.1.10957](https://doi.org/10.5206/cjsotlrcacea.2022.1.10957)  \nFalling Through the Cracks: Graduate Students’ Experiences of Mentoring Absence  \nAbstract  \nTheory about how mentorship is supposed to work, its goals, and what “makes it work” is abundant. It is rarer to encounter empirical information about processes and implications when mentoring is a problem. Graduate students experience significant psychological, physical, financial, and relational challenges and likely have expectations about the ameliorating effects of mentorship. Limited qualitative literature has described graduate students’ perceptions about problems with mentorship and students’ outcomes. The descriptive qualitative study used secondary analysis to describe students’ perceptions of problematic mentorship. Graduate student research assistants conducted 12 recorded focus group interviews and transcribed them. The authors used inductive content analysis to develop themes. Fifty-four participants were recruited, including masters’(n=19), PhD (n=34), anda graduate student not enrolled in a specific faculty (n=1) . The students represented multiple disciplines. The major theme identified was “falling through the cracks.” The subthemes included missing mentorship, students’ difficulties accessing mentorship, university structures undermining mentoring, and damage to mentees. Falling through the cracks highlights students’ struggles with accessing mentorship, effects of missing mentorship, and students’ solutions for modifying structural features that inhibit mentoring. Quantitative work could compare psychological outcomes associated with present and missing mentoring.  \nLa théorie selon laquelle le mentorat est censé fonctionner, ses objectifs et ce qui fait que « çafonctionne » est abondante. Il est plus rare de rencontrer des informations empiriques sur les processus et les implications lorsque le mentorat est un problème. Les étudiants et les étudiantes de cycles supérieurs font face à des défis psychologiques, physiques, financiers et relationnels et ils ont probablement des attentes concernant les effets bénéfiques du mentorat. Des publications qualitativesen nombre limité décrivent les perceptions des étudiants et des étudiantes de cycles supérieurs sur les problèmes liés au mentorat et les résultats des étudiants et des étudiantes. L’étude qualitative descriptive a utilisé l’analyse secondaire pour décrire les perceptions des étudiants et des étudiantes sur le mentorat qui causait des problèmes. Des assistants et des assistantes de recherche de cycles supérieurs ont dirigé des entrevues au sein de 12 groupes de discussion et les ont transcrites. Les auteurs ont utilisé l’analyse inductive du contenu pour développer des thèmes. Cinquante-quatre participants et participantes ont été recrutés, y compris des étudiants et des étudiantes à la maîtrise (n=19), au doctorat (n=34) et un étudiant de cycle supérieur qui n’était pas inscrit dans une faculté spécifique (n=1) . Les étudiants et les étudiantes représentaient diverses disciplines. Le thème principal identifié a été « tomber entre les maill","cbCaiqmMwJtNiwbk","https://ap.wps.com/l/cbCaiqmMwJtNiwbk","pdf",244364,17,"English","# Abstract\n## Study design and data collection\n## Analysis method and participants\n## Key themes and implications","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"It focuses on graduate students’ perceptions of problematic mentorship and the effects of mentorship absence.\"},{\"question\":\"How was the qualitative data collected?\",\"answer\":\"Graduate student research assistants conducted 12 recorded focus group interviews and transcribed them.\"},{\"question\":\"What themes did the authors identify?\",\"answer\":\"The major theme was “falling through the cracks,” with subthemes including missing mentorship, access difficulties, undermining university structures, and damage to mentees.\"}]","Falling Through the Cracks - Graduate Students’ Experiences of Mentoring Absence | PDF",1792082684,43]