Mentoring as transformative practice: supporting student and faculty diversity PDF
Preview Mentoring as transformative practice: supporting student and faculty diversity
» R O N Caroline S. Turner F EDITOR O S Mentoring as I NT Transformative A O Practice: C I Supporting TU C Student and D E Faculty Diversity E R R I D E H W G NUMBER 171 » FALL 2015 E I NH NewDirectionsfor HigherEducation BetsyO.Barefoot Mentoring as JillianL.Kinzie Co-editors Transformative Practice: Supporting Student and Faculty Diversity Caroline S. Turner EDITOR Number171•Fall2015 Jossey-Bass SanFrancisco MENTORING AS TRANSFORMATIVE PRACTICE: SUPPORTING STUDENT AND FACULTYDIVERSITY CarolineS.Turner NewDirectionsforHigherEducation,no.171 BetsyO.BarefootandJillianL.Kinzie,Co-editors Copyright©2015WileyPeriodicals,Inc.,AWileyCompany.Allrights reserved.Nopartofthispublicationmaybereproducedinanyformorby anymeans,exceptaspermittedundersections107and108ofthe1976 UnitedStatesCopyrightAct,withouteitherthepriorwrittenpermission ofthepublisherorauthorizationthroughtheCopyrightClearanceCen- ter,222RosewoodDrive,Danvers,MA01923;(978)750-8400;fax(978) 646-8600.Thecopyrightnoticeappearingatthebottomofthefirstpage ofachapterinthisjournalindicatesthecopyrightholder’sconsentthat copiesmaybemadeforpersonalorinternaluse,orforpersonalorinter- naluseofspecificclients,ontheconditionthatthecopierpayforcopy- ingbeyondthatpermittedbylaw.Thisconsentdoesnotextendtoother kindsofcopying,suchascopyingforgeneraldistribution,foradvertis- ingorpromotionalpurposes,forcreatingcollectiveworks,orforresale. 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Individualsubscriptionrate(inUSD):$89peryearUS/Can/Mex,$113 restofworld;institutionalsubscriptionrate:$335US,$375Can/Mex, $409 rest of world. Single copy rate: $29. Electronic only–all re- gions: $89 individual, $335 institutional; Print & Electronic–US: $98individual,$402institutional;Print&Electronic–Canada/Mexico: $98 individual, $442 institutional; Print & Electronic–Rest of World: $122individual,$476institutional. Editorial correspondence should be sent to the Co-editor, Betsy O. Barefoot,GardnerInstitute,Box72,Brevard,NC28712. Coverdesign:Wiley CoverImages:©Lava4images|Shutterstock www.josseybass.com C ONTENTS EDITOR’SNOTES 1 CarolineS.Turner 1. MentoringOutsidetheLine:TheImportanceof 3 Authenticity,Transparency,andVulnerabilityinEffective MentoringRelationships SharonFries-Britt,JeanetteSnider Informed by the literature and professional practice, this chapter examinestheuniquementoringchallengesfacingwomenandunder- representedminoritiesinhighereducation.Findingsindicatethattra- ditionalmentoringapproachesfallshortinfullysupportingtheneeds ofunderrepresentedpopulationsinhighereducation. 2. DiggingDeeper:ExploringtheRelationshipBetween 13 Mentoring,DevelopmentalInteractions,andStudentAgency KimberlyA.Griffin,JenniferL.Eury,MeghanE.Gaffney,with TravisYork,JessicaBennett,EmilCunningham,AutumnGriffin While many cite the importance of having a mentor, focusing on the qualityandnatureofspecificinteractionsbetweenstudentsandfaculty can lead to better strategies promoting student agency. This chapter presentsnarrativesfromstudentswhoworkwiththesamementor,fo- cusingontheirinteractionsandhowtheyshapedstudents’experiences andoutcomes. 3. CriticalMentoringPracticestoSupportDiverseStudentsin 23 HigherEducation:Chicana/LatinaFacultyPerspectives JulieLo´pezFigueroa,GloriaM.Rodriguez Thischapteroutlinescriticalpracticesthatemergedfromutilizingso- cial justice frameworks to mentor first-generation, underrepresented minoritystudentsattheundergraduatetodoctorallevels.Thementor- ingstrategiesincludehelpingstudentstoreframeinstanceswhenfac- ultyandpeersunconsciouslyconflateacademicrigorwithcolor-blind scholarship. 4. EducationalTestimonio:CriticalPedagogyasMentorship 33 RebecaBurciaga,NataliaCruzNavarro This chapter chronicles the use of educational testimonio as one ap- proachtocriticalpedagogyasmentoringinacollegeclassroom.Writ- ten from the perspectives of an instructor and a student, it explores educational testimonio as one tool that has implications beyond the classroom,includingretentioninhighereducationandsupportingthe developmentofaspirationsbeyondundergraduateschoolsonthepath totheprofessoriate. 5. OfFeralFacultyandMagisterialMowglis: 43 TheDomesticationofJuniorFaculty RichardJ.Reddick This chapter presents an assistant professor’s scholarly personal nar- rative at the precipice of promotion, and reveals how the feral child metaphormightaptlydescribemanyjuniorprofessors’experiencesas theynavigateapathtowardtenure.Thischroniclingofmentorshipin sometimesunexpectedvenuesmayaidnewfacultyandthoseinvested intheirsuccessinbothearningtenureandretainingtheminthefield. 6. ProvidingthePsychosocialBenefitsofMentoringtoWomen 53 inSTEM:CareerWISEasanOnlineSolution AmyE.Dawson,BiancaL.Bernstein,JenniferM.Bekki Thischapteroutlinesthepsychosocialaspectsofmentoringthathelp women combat the barriers they commonly face in science, technol- ogy,engineering,andmathematics(STEM).Theauthorsdescribethe CareerWISEonlineresiliencetrainingandhowitcanaddresstheshort- ageofeffectivementorsandrolemodelswhohavebeenshowntoin- creasethepersistenceofwomeninSTEMfields. 7. TransformingtheUndergraduateResearchExperience 63 ThroughSustainedMentoring:CreatingaStrongSupport NetworkandaCollaborativeLearningEnvironment ErikaT.Camacho,RaquellM.Holmes,StephenA.Wirkus This chapter describes how sustained mentoring together with rigor- ouscollaborativelearningandcommunitybuildingcontributedtosuc- cessful mathematical research and individual growth in the Applied MathematicalSciencesSummerInstitute(AMSSI),aprogramthatfo- cused on women, underrepresented minorities, and individuals from smallteachinginstitutionswhomightnothavehadtheopportunityto doresearchotherwise.Thecollectivelearninganddevelopmentalex- periences of AMSSI’s cofounders as students, teaching assistants, and facultyinotherresearchprograms,togetherwiththeirhumbleupbring- ings and cultural histories, are what define the unique structure and mentoringblueprintofAMSSI. 8. DevelopingaLatinoMentoringProgram:ProjectMALES 75 (MentoringtoAchieveLatinoEducationalSuccess) VictorB.Sa´enz,LuisPonjuan,JorgeSegoviaJr.,Jose´DelRealViramontes This chapter highlights the development of Project MALES (Mentor- ing to Achieve Latino Educational Success). At the center of Project MALESisamentoringprogramthataimstocultivateanengagedsup- portnetworkformalesofcolorattheUniversityofTexasatAustinand across surrounding communities. Specifically, there is a discussion of thetheoriesandframeworkthatguidedthecreationofthismentoring programanditsongoingdevelopment. 9. WeavingAuthencityandLegitimacy:LatinaFaculty 87 PeerMentoring Anne-MarieNu´n˜ez,ElizabethT.Murakami,LeslieD.Gonzales As an alternative to typical top-down mentoring models, the authors advance a conception of peer mentoring that is based on research about collectivist strategies that Latina faculty employ to navigate theacademy.Theauthorsadvancerecommendationsforinstitutional agents to support mentoring for faculty who are members of histori- callyunderrepresentedgroups. 10. EnactingFeministAlliancePrinciplesinaDoctoral 97 WritingSupportGroup BethBlueSwadener,LaceyPeters,KimberlyA.Eversman This study utilizes a multivocal narrative approach to analyze the dynamics, accomplishments, and challenges of an interdisciplinary doctoral support group consisting primarily of female members. The authorsraiseissuesofpower,alliance,troublingexpert-novicemodels ofmentoring,andtheroleofsocialjusticepedagogyinthegroup. INDEX 107 E ’ N DITOR S OTES R esearch on diverse students and faculty in academe invariably identi- fies mentoring as critical to their persistence and advancement (Turner & Gonza´lez,2014;Turner,Gonza´lez,&Wood,2008).Definitionsofmentor- ing vary in concept and practice due to its complex and highly individu- alized nature. Blackwell’s (1989) definition was used to begin discussions forthisspecialissue.Blackwelldefinesmentorshipasaprocessinwhicha personofsuperiorrank,achievement,andprestigecounsels,instructs,and guides the intellectual development of his or her mentee(s). This process canalsoguidetheprote´ge´’ssocialandcareerdevelopment.Inessence,the mentorship relationship is one that is built on trust and can result in life- long, bidirectional benefits for both the mentor and the prote´ge´. Delving intothenuancesofthementoringrelationship,researchersconclude,“The goalofmentoringisnotsimplytoteachthesystem,butalsotochangethe system so that it becomes more flexible and responsive to the needs and pathwaysofitsmembers—mentorsandprote´ge´s”(Bernstein,Jacobson,& Russo,2010,p.58). In Mentoring as Transformative Practice: Supporting Student and Fac- ultyDiversity,severaleducationscholars,recognizedfortheircontributions as mentors, provide the reader with chapters describing their successes. They articulate the emergence of successful interpersonal mentoring rela- tionshipsandmentoringprograms.Chapters1through5provideinsights intomentor–prote´ge´ relationshipsformenandwomenofcolor,withinand across race and gender. They illustrate the importance of investing in the relationship-buildingprocess,ofmentoringpracticesassocialjusticework, andofcreatingaffirminglearningenvironments.Chapters6and7describe the development of online and in-person mentoring programs that sup- port resiliency, self-efficacy, and the expansion of supportive networks for womenandminoritiesinthefieldsofscience,technology,engineering,and mathematics(STEM).Chapters8through10delineateresearch-basedpro- grams targeted to promote college success for Latino males, to explicate a Latina faculty peer mentoring program based on a pedagogy for equity, andtopresentaninterdisciplinaryacademicwritingprogrambasedonen- acting feminist alliance principles. In sum, the authors not only provide PNuEbWliDshIReEdCoTnIOliNnSeFiOnRWHiIlGeHyEORnElDinUeCALTibIOrNar,yn(ow.1il7e1yo,nFlailnle2l0ib1r5ary.©com20)15•WDiOleIy:1P0er.1io0d0i2c/ahlse,.2In01c.36 1 2 MENTORINGASTRANSFORMATIVEPRACTICE guidingprinciplesunderlyingsuccessfulmentorships,interpersonallyand programmatically,butalsopointtothepotentialofmentoring,inthemany forms presented here, to profoundly transform higher education to better servetheneedsofallitsmembers. CarolineS.Turner Editor References Bernstein, B. L., Jacobson, R., & Russo, N. F. (2010). Mentoring women in context: Focusonscience,technology,engineering,andmathematicsfields.InC.A.Rayburn, F.L.Denmark,M.E.Reuder,&A.M.Austria(Eds.),ThePraegerhandbookforwomen mentors:Transcendingbarriersofstereotype,race,andethnicity(pp.43–64).Westport, CT:Praeger. Blackwell,J.E.(1989).Mentoring:Anactionstrategyforincreasingminorityfaculty. Academe,75(5),8–14. Turner,C.S.V.,&Gonza´lez,J.C.(Eds.).(2014).Modelingmentoringacrossrace/ethnicity and gender: Practices to cultivate the next generation of diverse faculty. Sterling, VA: Stylus. Turner,C.S.V.,Gonza´lez,J.C.,&Wood,J.L.(2008).Facultyofcolorinacademe:What 20yearsofliteraturetellsus.JournalofDiversityinHigherEducation,1(3),139–168. CAROLINES.TURNERisprofessorandgraduatecoordinatorfortheDoctoratein Educational Leadership Program at California State University, Sacramento, andisArizonaStateUniversityLincolnprofessoremeritaofhighereducation andethics. NEWDIRECTIONSFORHIGHEREDUCATION•DOI:10.1002/he
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