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Abstract

This study provides an in-depth and comprehensive overview of the worldviews (theories), knowledges (perspectives), and traditions (applied practices) that inform culturally attuned Indigenous graduate mentorship. Many Indigenous graduate students seek out faculty who can provide culturally attuned Indigenous graduate mentorship; however, far too few faculty have the appropriate expertise to meet students’ needs. As such, the questions at the center of this study ask: What is culturally attuned Indigenous graduate mentorship? What theories and practices inform this work? How is it, or how could it be, practised by Indigenous supervisors? How, if at all, is it unique from western-based graduate mentorship? What, if any, is or could be the role of Ally supervisors? And, why (if at all) is it so effective among Indigenous graduate students? To answer these questions, this study utilized the conversational method. This method included conducting thirteen (13) semi-structured one-on-one interviews with PhD/EDD Indigenous faculty who have mentored Indigenous graduate students in culturally attuned ways as their thesis or dissertation supervisor at a publicly funded and accredited university in British Columbia. The methodology and approach to analysis were also culturally attuned to help ensure findings and outcomes of this study would themselves be culturally applicable. In the end, nine thematic findings were identified. Namely, terminology and meanings; general distinctions; conceptual frameworks; mentor archetypes; five R’s; applied practice approaches; barriers and obstacles; role of non-Indigenous faculty Allies; and online technologies. Thereafter, a series of discussions and recommendations are also provided, followed by the limitations of this study, areas for future research opportunities, and concluding thoughts from the author.