English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Despite the transformative nature of mentoring in postsecondary education, there are many students who either do not benefit from or are harmed by the practice. One such example is first-generation students. The purpose of this conceptual article is to suggest that mentoring might be enhanced by using possible selves as a theory to guide and inform the practice, especially as it relates to first-generation students. Possible selves as a mentoring practice enables a student to envision the person(s) they could become instead of simply reproducing what a mentor thinks they should become. This approach recognizes all the forms of capital that first-generation students hold.

A Road Less Traveled: Possible Selves as a Theory for Mentoring First-Generation Students