Using Critical Race Theory to Reframe Mentor Training: Theoretical Considerations Regarding the Ecological Systems of Mentorship

Autor/inn/en	Vargas, Jose H.; Saetermoe, Carrie L.; Chavira, Gabriela
Titel	Using Critical Race Theory to Reframe Mentor Training: Theoretical Considerations Regarding the Ecological Systems of Mentorship
Quelle	In: Higher Education: The International Journal of Higher Education Research, 81 (2021) 5, S.1043-1062 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vargas, Jose H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-020-00598-z
Schlagwörter	Critical Theory; Race; Mentors; Training; Ecology; College Faculty; College Students; Diversity (Faculty); Student Diversity; Teacher Student Relationship; Minority Group Students; White Teachers; Racial Bias + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Ausbildung; Ökologie; Fakultät; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Racial discrimination; Rassismus
Abstract	This article offers a theoretical and critical analysis of race-dysconscious mentorship involving students of color and white faculty. Inspired by ecological systems theory, critical race theory, and the NIH-funded program, "Building Infrastructure Leading to Diversity: Promoting Opportunities for Diversity in Education and Research," our analysis considers the ecosystems that promote student pushout and hinder diversification of the scientific workforce, which call for "critical" alternatives to traditional research mentorship. We first examine the historical, social-political, institutional, interpersonal, and intrapsychic ecosystems of traditional mentor-protégé relationships. Two areas are reviewed: (a) "diversity" as it operates in universities and research laboratories and (b) the discursive properties of a dysconscious dialog that rationalizes modern racism. Next, we connect the five ecosystems of mentorship by integrating literature on critical history, white consciousness, the interpersonal context of mentoring, and mentor-protégé phenomenology. Our analysis demonstrates how the racialized lives of members involved in a mentoring relationship are situated within racist macro-level ecological systems wherein intrapsychic and interpersonal actions and discourses unfold. The development of race-consciousness and anti-racist faculty mentor training programs is also discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01