ERIC Number: EJ1218085
Record Type: Journal
Publication Date: 2019
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1361-1267
EISSN: N/A
Literature Review: The Gap between Mentoring Theory and Practice for Diverse Women Faculty
Mentoring & Tutoring: Partnership in Learning, v27 n2 p131-143 2019
Mentoring remains a beneficial resource for faculty career advancement. Yet, women faculty across African, Latinx, Asian, and Native American Diasporas often report their career advancement needs are unfulfilled by mentors. As a result, a gap exists between mentoring theory and practical application in higher education. Some scholars identified one factor contributing to this gap is Caucasian mentors not addressing faculty gendered and ethnic intersectional identity and the implications of that identity in the professoriate. Also, mentoring literature discussions omit the importance of facilitating learning, particularly when exploring the needs of women faculty across ethnic groups. I explored the gap between the proposed functions of mentoring and the challenges of cross-cultural mentoring and learning as a component of mentoring. The aim is to bridge the gap between theory and practice by providing readers with key mentor behaviors identified in qualitative and quantitative research that facilitate learning.
Descriptors: Mentors, College Faculty, Women Faculty, Diversity (Faculty), African American Teachers, Hispanic Americans, Asian Americans, American Indians, Minority Group Teachers, Career Development, Workplace Learning, Cross Cultural Training, Theory Practice Relationship, Socialization, Social Networks, Faculty Promotion
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A