ERIC Number: ED235760
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Colonialism on Campus: A Critique of Mentoring to Achieve Equity in Higher Education.
Collins, Roger L.
In order to reconceptualize the mentoring relationship in higher education, parallels to colonialist strategies of subordination are drawn. The objective is to stimulate renewed thinking and action more consistent with stated policy goals in higher education. One of the primary functions of a mentor or sponsor is to exercise personal power to ensure the allocation of organizational resources and rewards to a protege. Related to the colonial analogy is the competition among women and minorities that results from the scarcity of mentors from the organization's establishment who are interested in and willing to work with these particular newcomers. There is a point at which the severity of competition can undermine cooperative networking among colleagues. Another vestige of colonialism concerns the price to be paid for selection as a protege, since selection may be determined by the protege's willingness to subscribe to the social and intellectual legacy of the prospective mentor. In addition, socializing proteges involves subscribing to the "rules of the game" in academia, rules that may be questioned because of their historically discriminatory applications. The strategy of networking within the university and across institutions is also addressed. (SW)
Descriptors: Career Ladders, Colonialism, Equal Opportunities (Jobs), Faculty College Relationship, Helping Relationship, Higher Education, Interprofessional Relationship, Locus of Control, Mentors, Minority Groups, Power Structure, Professional Autonomy, Racial Discrimination, Sex Discrimination, Social Discrimination, Social Networks, Socialization, Women Faculty
Foundations of Education Department, ML # 2, University of Cincinnati, Cincinnati, OH 45221.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-25, 1982).