Modeling Mentoring Across Race/Ethnicity and Gender: Practices to Cultivate the Next Generation of Diverse Faculty

ISBN-13: 9781579224875 / Angielski / Twarda / 2014 / 264 str.

Caroline Sotello Viernes Turner; Juan Carlos Gonzalez; Christine A. Stanley

Opis

While mentorship has been shown to be critical in helping graduate students persist and complete their studies, and enter upon and succeed in their academic careers, the under-representation of faculty of color and women in higher education greatly reduces the opportunities for graduate students from these selfsame groups to find mentors of their race, ethnicity or gender.

Recognizing that mentoring across gender, race and ethnicity inserts levels of complexity to this important process, this book both fills a major gap in the literature and provides an in-depth look at successful mentorships between senior white and under-represented scholars and emerging women scholars and scholars of color.

Following a comprehensive review of the literature, this book presents chapters written by scholars who share in-depth descriptions of their cross-gender and/or cross-race/ethnicity mentoring relationships. Each article is co-authored by mentors who are established senior scholars and their former proteges with whom they have continuing collegial relationships. Their descriptions provide rich insights into the importance of these relationships, and for developing the academic pipeline for women scholars and scholars of color.

Drawing on a comparative analysis of the literature and of the narrative chapters, the editors conclude by identifying the key characteristics and pathways for developing successful mentoring relationships across race, ethnicity or gender, and by offering recommendations for institutional policy and individual mentoring practice. For administrators and faculty concerned about diversity in graduate programs and academic departments, they offer clear models of how to nurture the productive scholars and teachers needed for tomorrow's demographic of students; for under-represented students, they offer compelling narratives about the rewards and challenges of good mentorship to inform their expectations and the relationships they will develop as proteges.

Recenzje

“Two of the most fundamental questions about mentoring are: (1) ‘How do we know that mentoring makes a difference? and, (2) What does effective mentoring look like or feel like?

This is a book that speaks to these questions and examines them through phenomenology – from the lens of those who enter, experience, and benefit directly from mentoring relationships. If you are a graduate student, faculty member, college or university administrator, and an aspiring academic, this book will speak to you!

There are books on mentoring and mentoring relationships, yet few that take a look at the relationship across gender, race, and ethnicity, as well as from other lenses and experiences such as what you will encounter here. This book has the potential to influence mentoring practice, processes, and policies by bringing issues that many of us still find uncomfortable talking about in academia – the micro and macro-aggressions associated with the experiences of women and faculty of color in higher education – into focus. We espouse that cultivating the next generation of academics of color is important and a reality for countless reasons; however; we often underestimate the impact an effective mentoring relationship can have on that generation. Mentoring Across Race/Ethnicity and Gender is insightful and informative and can help us to experience mentoring relationships in deeper and impactful ways to bridge the gender, social, and cultural divide.”

Christine A. Stanley, Vice President and Associate Provost for Diversity

Texas A&M University

Spis treści

FOREWORD—Christine A. Stanley PREFACE—Caroline Sotello Viernes Turner 1. WHAT DOES THE LITERATURE TELL US ABOUT MENTORING ACROSS RACE/ETHNICITY AND GENDER? —Caroline Sotello Viernes Turner and Juan Carlos González 2. BUILDING CROSS-GENDER MENTORSHIP IN ACADEME. A Chicano-Latina/Filipina Relationship Built on Common Scholarly Commitments—Juan Carlos González and Caroline Sotello Viernes Turner 3. SOCIALIZATION IN ACADEME. Reflections on Mentoring by a Latina-Filipina Mentor and an African American Male Protégé—J. Luke Wood and Caroline Sotello Viernes Turner 4. BREAKING THROUGH RACIAL AND GENDER BARRIERS. Reflections on Dissertation Mentorship and Peer Support —Edward P. St. John, O. Cleveland Hill, Ontario S. Wooden, and Penny A. Pasque 5. LATINA FACULTY AND LATINO MALE STUDENT MENTORSHIP PROCESSES. Aprendiendo y Compartiendo Juntos—Jeanett Castellanos and Mark A. Kamimura-Jiménez 6. A CRITICAL RACE JOURNEY OF MENTORING—Dimpal Jain and Daniel Solorzano 7. CROSS-GENDER MENTORING FROM A CARIBBEAN PERSPECTIVE—Christine A. Stanley and Dave A. Louis 8. AUTOETHNOGRAPHY/TESTIMONIO, COMMON SENSE RACISM, AND THE POLITICS OF CROSS-GENDER MENTORING—Elvia Ramirez and Alfredo Mirandé 9. ANALYSIS OF THE MENTOR-PROTÉGÉ NARRATIVES. Reflecting The Literature—Juan Carlos González and Caroline Sotello Viernes Turner 10. ANALYSIS OF THE MENTOR-PROTÉGÉ NARRATIVES. Contributing To The Literature and Emerging Mentoring Model for Practice—Caroline Sotello Viernes Turner and Juan Carlos González ABOUT THE EDITORS ABOUT THE AUTHORS INDEX

O autorze

Caroline Sotello Viernes Turner is professor emerita for the doctorate in educational leadership program at California State University, Sacramento (CSUS), and Lincoln professor emerita of Higher Education and Ethics at Arizona State University (ASU). At CSUS, Turner served as interim dean for the College of Education. Prior to her appointment at ASU, she was Professor of Educational Policy & Administration at the University of Minnesota, Twin Cities where she co-founded the national Keeping our Faculties of Color Symposium. She is also past president of the Association for the Study of Higher Education (ASHE). Her research and teaching interests include faculty gender and racial/ethnic diversity, leadership and organizational change, and the use of qualitative methods for policy research. Her publications, particularly Faculty of Color in Academe: Bittersweet Success (with Myers, Jr.), Diversifying the Faculty: A Guidebook for Search Committees, and Women of Color in Academe: Living with Multiple Marginality advanced the dialogue on faculty gender and racial/ethnic diversity among scholars and practitioners. Dr. Turner has served on the editorial boards of the Journal of Higher Education, The Review of Higher Education, and the Journal of Hispanic Higher Education. She is one of the founding editorial advisory board members for the Journal of Diversity in Higher Education and the Journal of Minority Achievement, Creativity, and Leadership. Her numerous recognitions include the University of California, Davis (UCD) School of Education Distinguished Alumna Award, Sacramento State’s University-Wide Faculty Award for Research and Creative Activity, the Association for the Study of Higher Education (ASHE) Council on Ethnic Participation Mildred Garcia Senior Scholar Award, and the American Educational Research Association (AERA) Scholars of Color in Education Career Contribution Award. Dr. Turner currently serves on the UCD School of Education Dean’s Board of Advisors and was honored to present their 2018 graduation keynote address. (See: https://video.ucdavis.edu/media/2018+School+of+Education+Keynote+-+Carolyn+Turner+-+June+13%2C+2018/.... Turner received her undergraduate degree in History and her master’s degree in Educational Psychology from the University of California, Davis. She received her Ph.D. in Administration and Policy Analysis from the Stanford University School of Education.

Juan Carlos González is an assistant professor at California State University, Fresno, in the Department of Educational Research and Administration. His research interests include educational policy and history, multicultural and Latino educational issues, and ethics and diversity in higher education. His teaching interests include visual ethnography, the education of Chicanas and Chicanos, critical theory in education, and qualitative research methods.

Christine A. Stanley is a Regents professor, professor of higher education, holder of the Ruth Harrington Endowed Chair for Educational Leadership, and vice president and associate provost for diversity emerita in the School of Education and Human Development at Texas A&M University. [She has served the university as vice president and associate provost for diversity, acting vice provost for academic affairs, interim associate provost for undergraduate studies, executive associate dean for faculty affairs in the College of Education and Human Development, and associate dean of faculties. She provided leadership for the TAMU National Science Foundation (NSF) ADVANCE Scholar Program and served on the presidential task force to develop and write the first Standards of Professional Practice for Chief Diversity Officers, commissioned by the National Association of Diversity Officers in Higher Education (NADOHE).A past president of the Professional and Organizational Development (POD) Network in Higher Education, she is a recipient of numerous university and national awards including the Outstanding Staff Award from The Ohio State University, TAMU Women’s Faculty Network (WFN) Award for Mentoring, the TAMU Association of Former Students (AFS) Distinguished Achievement Award for Graduate Mentoring, the Outstanding New Faculty Award from the College of Education Development Council, the Mildred Garcia Award for Exemplary Scholarship for a Senior-Practitioner Scholar from the Association for the Study of Higher Education (ASHE), and two awards from the Professional and Organizational Development Network in Higher Education–the Robert Pierleoni Spirit of POD Award for leadership efforts in diversity and, the named Christine A. Stanley Award for Diversity and Inclusion Research in Educational Development. She teaches administration of higher education, college teaching, diversity and social justice in higher education, and professional development in higher education. Dr. Stanley has a passion for how colleges and universities function as organizational systems. Institutional climate for teaching and learning and the climate for minoritized faculty and students remain salient as research goals. She developed these interests in graduate school at Texas A&M from her experiences as a Black woman from Jamaica, and with the support of mentors who encouraged and supported her to find answers to the systemic social and cultural disparities in higher education institutions. In March 2019, she received the Frank W. Hale Distinguished Service Award for her leadership efforts in diversity from the National Association of Diversity Officers in Higher Education and, in 2021 the Mentoring Award from the Association for the Study of Higher Education (ASHE). Dr. Stanley has edited several books and peer-reviewed publications, including, Faculty of Color: Teaching in Predominantly White Colleges and Universities. Her research focuses on faculty professional development, administrator development, and the experiences of minoritized faculty in predominantly White colleges and universities. Her current research activities include working with colleagues in the College of Engineering, along with system institutions Prairie View A&M University, Texas A&M Corpus Christi, and Texas A&M International to study the effects of undergraduate research mentoring on the persistence and retention of African American and Hispanic students in engineering through the Louis Stokes Alliance for Minority Participation Program (LSAMP). She has consulted on faculty development and diversity issues in the United States, Armenia, Canada, China, Mexico, and South Africa.Dr. Stanley is a native of Jamaica, The West Indies and holds a B.Sc. Degree in Biology (cum laude) from Prairie View A&M University, a M.Sc. Degree in Zoology from Texas A&M University, and a Ph.D. in Curriculum & Instruction from Texas A&M University.