Mentoring as transformative practice: supporting student and faculty diversity

123 Pages·2015·16.187 MB·English

by  Turner, Caroline S

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Caroline S. Turner F
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Mentoring as I
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Supporting TU
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NUMBER 171 » FALL 2015
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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
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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