Relational-cultural Theory as a Framework for Mentoring in Academia: Toward Diversity and Growth-fostering Collaborative Scholarly Relationships
Relational-cultural Theory as a Framework for Mentoring in Academia: Toward Diversity and Growth-fostering Collaborative Scholarly Relationships
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关系文化理论作为学术界指导的框架：走向多样性和促进增长的学术合作关系
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
E. Olshansky
中科院分区：
文献类型：
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作者：
C. Lewis;E. Olshansky
在学术界，鼓励合作和人际关系的指导对于帮助新教员取得成功非常重要。在我们盛行的奖励竞争和个别描述成功的学术背景下，开发这样的课程是具有挑战性的。我们认为，韦尔斯利学院斯通中心的让·贝克·米勒及其同事开发的女性主义心理健康成长方法--关系文化理论，是指导有效辅导计划的合适框架，尤其关注学术界对S门生的跨文化辅导，这些学生是女性和/或有色人种。我们建议，学术界传统上以个人为导向的成功定义可以修改为更强调合作，承认和庆祝学术界的丰富多样性。这种强调可以通过增加和拥抱多样性来加强组织，增加解决社会问题的想法和方法的丰富性。指导的定义是通过一种扩展的视角，承认健康的合作是学术界成功的指标。
Mentoring in academia that encourages collaboration and interpersonal relationships is important in helping newer faculty members attain success. Developing such programs is challenging within our prevailing academic context that rewards competition and individually delineated success. We propose that Relational Cultural Theory, a feminist approach to healthy psychological growth, developed by Jean Baker Miller and colleagues at the Stone Center at Wellesley College, is an appropriate framework to guide effective mentoring programs, with a particular focus on cross-cultural mentoring of protégés in academia who are women and/or of color. We suggest the traditionally individual-oriented definition of success in academia could be modified toward more emphasis on collaboration, recognizing, and celebrating the rich diversity within academia. This emphasis can strengthen organizations by increasing and embracing diversity, adding to the richness of ideas and approaches to societal problems. Mentoring is defined through an expanded view that recognizes healthy collaboration as an indicator of success in academia.