"Don't Leave Us Behind'': The Importance of Mentoring for Underrepresented Minority Faculty
"Don't Leave Us Behind'': The Importance of Mentoring for Underrepresented Minority Faculty
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DOI：
10.3102/0002831214563063
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发表时间：
2015-02-01
影响因子：
3.6
通讯作者：
Eliason, Jennifer
中科院分区：
文献类型：
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作者：
Zambrana, Ruth Enid;Ray, Rashawn;Eliason, Jennifer
这篇文章考察了22个研究型机构的58名代表不足的少数民族(URM)教师的指导经验。根据深入访谈和焦点小组数据，参与者讨论了在整个人生过程中进行指导的重要性、指导关系的理想属性、有效指导面临的挑战以及政治指导的作用。这些数据引出了关于指导的三个主要主题：(A)旨在积累社会资本的生活课程实践是至关重要的，(B)主要障碍与低估教师研究领域和社区参与的学术承诺有关，以及(C)与了解以白人为主的机构(PWI)中特定URM斗争的导师的联系有助于留住和成功。这项研究提供了一个路线图，以改变我们如何与URM教师以及战略和知识接触，以评估指导的有效性，以增加URM教师的留住。
This article examines the mentoring experiences of 58 underrepresented minority (URM) faculty at 22 research-extensive institutions. Drawing on in-depth interviews and focus group data, participants discussed the importance of mentoring across the life course, the ideal attributes of mentoring relationships, the challenges to effective mentoring, and the role of political guidance. These data elicited three main themes regarding mentoring: (a) Life course practices geared toward accumulating social capital are critical, (b) major barriers are linked to the undervaluing of faculty research areas and community-engaged scholarly commitments, and (c) connections with mentors who understand the struggles specific to URMs at predominantly White institutions (PWIs) can assist with retention and success. This study provides a roadmap for shifting how we engage with URM faculty and strategies and knowledge to assess the effectiveness of mentoring to increase the retention of URM faculty.