Colorblind Mentoring? Exploring White Faculty Mentoring of Students of Color
Colorblind Mentoring? Exploring White Faculty Mentoring of Students of Color
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DOI：
10.1037/a0038676
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发表时间：
2015-12-01
影响因子：
2.4
通讯作者：
Luedke, Courtney L.
中科院分区：
文献类型：
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作者：
McCoy, Dorian L.;Winkle-Wagner, Rachelle;Luedke, Courtney L.
在这个重要的多站点案例研究中，我们研究了色盲指导的概念。使用博尼拉-席尔瓦的色盲种族主义框架，我们试图了解白色教师的观点，他们的辅导学生的颜色。调查结果显示，白色教师经常从“色盲的角度”与学生接触。“他们使用种族中立，色盲的语言（避免种族术语，但暗示他们）允许白色教师描述他们的学生在学术上低劣，准备不足，对研究和研究生学习不感兴趣，同时可能忽视结构性原因。教师对学生的看法可能会影响有色人种学生对他们的学术能力和在STEM学科和研究生教育中取得成功的潜力的看法。
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.