Abstract
Thriving in academe for faculty of color is difficult and challenging (Gasman, 2022). Faculty of Color face enormous odds of overcoming barriers such as an unwelcoming culture, isolation, lack of professional support, imposter syndrome and disengagement from the community of scholars. In recognition of these factors, intentional mentoring provides a strategy of support in facilitating successful persistence in the academy.
This autoethnographic paper explores the mentor-mentee relationship of a tenured faculty member whose contributions in mentorship and coaching produced notable professional growth for countless doctoral students and new faculty members. Sharing the experiences of one mentee and mentor may inform the journey of uncovering some of the nuances of navigating the barriers of entry in the academy. Mack, Watson, and Comacho (2012) articulate the longstanding structural barriers in higher education that impede the professional progress of groups not traditionally present as faculty and posit that the voices of affected faculty must be heard.
Recommended Citation
Holmes, B., & Willis, K. (2022). Intentional Mentoring: A Shared Journey of Discovering and Supporting Diverse Talent in Academia. The Journal of Advancing Education Practice, 3(2). https://openriver.winona.edu/jaep/vol3/iss2/1
Included in
Adult and Continuing Education Commons, Curriculum and Instruction Commons, Educational Leadership Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons
