ERIC Number: EJ711665
Record Type: Journal
Publication Date: 2005
Cross-Race Faculty Mentoring
Stanley, Christine A.; Lincoln, Yvonna S.
Change, v37 n2 p44 Mar-Apr 2005
There are many synonyms for the word "mentor": coach, guide, role model, peer advisor, and sponsor, among others. The plethora of terms would suggest that we know something about this role, but most of the research on mentoring has been conducted in business and industry rather than in education. In fact, junior and senior faculty and administrators alike are often uncertain about how to foster effective mentoring relationships. This is especially true when faculty of color are recruited to predominantly white colleges and universities. Recent attacks on affirmative action have created a nationwide institutional paralysis when it comes to recruiting and retaining faculty of color. In comparison to majority faculty, the numbers of faculty of color in higher education remain disproportionately low. Mentoring is an important strategy for retaining these faculty members. There is nothing more isolating and alienating than to be the first or only person of one's race and/or ethnicity to be hired in a department, and a mentoring relationship is one way to escape from that isolation. But while it is especially important that faculty of color be mentored effectively, majority administrators and senior faculty are likely to be perplexed by the task, because they may have no previous experience with minority colleagues to draw upon. This article is divided up into the following sections that describe the authors' relationship as mentor/protege and share the lessons they have learned about how to establish and maintain meaningful cross-race mentoring relationships: Our Mentor/Protege Journey; Lessons Extracted from the Experience; and Suggested Readings.
Descriptors: Mentors, Teacher Persistence, College Faculty, Teacher Collaboration, Minority Group Teachers, Diversity (Faculty), Peer Relationship, Racial Relations
Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org.
Publication Type: Journal Articles
Education Level: Higher Education
Authoring Institution: N/A