Longing to Belong: Mentoring Relationships as a Pathway to Fostering a Sense of Belonging for Racially Minoritized Faculty at Predominantly White Institutions
Longing to Belong: Mentoring Relationships as a Pathway to Fostering a Sense of Belonging for Racially Minoritized Faculty at Predominantly White Institutions
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渴望归属：在以白人为主的机构中，以辅导关系作为培养少数族裔教师归属感的途径
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Raquel Wright
中科院分区：
文献类型：
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作者：
Raquel Wright
由于以白色为主的机构（PWI）寻求支持种族少数化的教师，有证据表明PWI中种族少数化的教师经历了孤立，敌对和不受欢迎的环境（Bonner等人，2014; Stanley，2006; Turner，2003）。现有的高等教育研究并没有探讨归属感的种族少数化的教师和归属感的方式可以在这些新自由主义机构培养的意义。通过一个关键的种族理论透镜和现象学的方法，本研究的重点是在指导关系发展的途径，在PWIs的种族少数化的教师的归属感。调查结果显示，一个强大的网络的辅导关系的种族少数民族教师，包括整体和批判意识的指导同事，支持同侪辅导，指导学生，和社区为基础的辅导关系。研究和实践的影响概述，以进一步探讨这些重要的关系可以发展的归属感的种族少数民族教师在PWIs。
As predominately white institutions (PWIs) seek to support racially minoritized faculty, there is evidence that racially minoritized faculty members at PWIs experience isolating, hostile, and unwelcoming environments (Bonner et al., 2014; Stanley, 2006; Turner, 2003). Existing higher education research does not explore the significance of sense of belonging for racially minoritized faculty and ways in which sense of belonging can be cultivated in these neoliberal institutions. Through a critical race theory lens and phenomenological method, this study focuses on ways in which mentoring relationships develop pathways to sense of belonging for racially minoritized faculty members at PWIs. Findings reveal a robust network of mentoring relationships for racially minoritized faculty, including holistic and critically conscious mentoring by colleagues, supportive peer mentoring, mentoring students, and community-based mentoring relationships. Implications for research and practice are outlined to further explore how these crucial relationships can develop sense of belonging for racially minoritized faculty members at PWIs.
影响因子：
3
作者：
Hagerty, BM;Williams, RA;Oe, H
通讯作者：
Oe, H