ERIC Number: EJ1084575
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: 50
Colorblind Mentoring? Exploring White Faculty Mentoring of Students of Color
McCoy, Dorian L.; Winkle-Wagner, Rachelle; Luedke, Courtney L.
Journal of Diversity in Higher Education, v8 n4 p225-242 Dec 2015
In this critical multisite case study we examined the concept of colorblind mentoring. Using Bonilla-Silva's Colorblind Racism Frames, we sought to understand White faculty members' perspectives on their mentoring of Students of Color. The findings revealed that White faculty members often engage with students from a "colorblind perspective." Their use of race-neutral, colorblind language (avoiding racial terms but implying them) allowed White faculty members to describe their students as academically inferior, less prepared, and less interested in pursuing research and graduate studies while potentially ignoring structural causes. Faculty perceptions of students may influence the way Students of Color perceive their academic abilities and potential to achieve success in STEM disciplines and in graduate education.
Descriptors: Mentors, Teacher Student Relationship, STEM Education, College Faculty, Teacher Attitudes, Case Studies, Racial Bias, Whites, Minority Group Students, Language Usage, Disadvantaged, College Preparation, Academic Ability, Qualitative Research, Academic Achievement, Undergraduate Students, Semi Structured Interviews
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: firstname.lastname@example.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A