Mentoring 101: Advancing African-American Women Faculty and Doctoral Student Success in Predominantly White Institutions
This paper is purposed with operationalizing the concept of mentoring as a nuanced approach and attempt to promote the upward trajectories of African-American women in predominantly White institutions (PWIs). The authors struggled as African-American women to balance and decipher the various facets inherent in their respective roles – professor and doctoral student in a PWI – hence a mentor/mentee relationship emerged. This qualitative study explored the effectiveness of traditional and non-traditional mentoring functions for an African-American woman doctoral student aspiring for the professoriate, and the professional advancement of an African-American woman professor, who matriculate in the same PWI.
Publication Year: 2015 | Updated in ITEC: April 4, 2017
Comparing Alternative Voices in the Academy: Navigating the Complexity of Mentoring Relationships from Divergent Ethnic Backgrounds
The authors explored the mentoring experiences of two women in higher education who are working at different levels within a research institution. Traditional mentoring relationships which pair graduate students or junior faculty with a single mentor matched by gender, race, research interest have not produced unilateral success for dedicated protégés. Alternatives to traditional mentoring have produced positive results for participants through supports which better match the needs of women and minority graduate students and junior faculty. Yet, few organized efforts to develop successful alternative approaches to traditional mentoring exist.
Publication Year: 2014 | Updated in ITEC: March 23, 2017
Leadership Development through Mentoring in Higher Education: A Collaborative Autoethnography of Leaders of Color
In this collaborative autoethnography, the authors explored how 14 faculty and administrators of color, identified as emerging leaders within their campus context, experienced mentoring and how these experiences have impacted their leadership development and sense of well-being in the higher education context. In this study, the authors provided evidence of the importance of supportive, developmental professional relationships in the lives of emerging leaders in higher education, especially among people of color. Leaders of color in faith-based higher education identified such relationships, involving psychosocial and career development functions, as fairly limited within their institutional settings.
Publication Year: 2014 | Updated in ITEC: March 19, 2017
Mentoring in Contexts of Cultural and Political Friction: Moral Dilemmas of Mentors and Their Management in Practice
This article examines the nature of moral dilemmas mentors from three different national groups (Jewish, Druze, and Arab) encounter in their work in Israeli Arab schools. The findings suggest that in a context of political and cultural friction, such as mentoring in Arab schools in Israel, mentors from different national groups experience professionally moral dilemmas in their mentoring encounters in which personal core values such as truth, integrity, human rights, and physical well-being alongside professional values such as commitment, work ethics, and professionalism are at stake.
Publication Year: 2013 | Updated in ITEC: March 19, 2017