Comparing Alternative Voices in the Academy: Navigating the Complexity of Mentoring Relationships from Divergent Ethnic Backgrounds

Autor/inn/en	Mackey, Hollie; Shannon, Katheryn
Titel	Comparing Alternative Voices in the Academy: Navigating the Complexity of Mentoring Relationships from Divergent Ethnic Backgrounds
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 22 (2014) 4, S.338-353 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2014.945738
Schlagwörter	Mentors; Females; Women Faculty; Diversity (Faculty); Ethnic Diversity; Barriers; Success; Work Environment; Social Bias; Gender Bias; Social Isolation; Ethnography; American Indians; Peer Relationship; Professional Identity; Autobiographies; Whites; First Generation College Students; Doctoral Degrees; Audio Equipment; Journal Writing; Coding + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Erfolg; Arbeitsmilieu; Geschlechterstereotyp; Soziale Isolation; Ethnografie; American Indian; Indianer; Peer-Beziehungen; Autobiography; Autobiografie; Autobiographie; White; Weißer; Doctoral degree; Doktorgrad; Audio-CD; Zeitschriftenaufsatz; Codierung; Programmierung
Abstract	In this article, we explore the personal mentoring experiences of two female scholars of diverse ethnic backgrounds across research-intensive institutions. Female faculty of color face substantial barriers to success in academe including mental and emotional discomfort, being treated as symbolically representing their race and gender, and social isolation. There is a distinct paucity of literature that describes the experiences of American Indian women in the Academy. Many women of Western European descent face similar barriers, regardless of racial majority status. This auto-ethnographic comparative study explores the degree to which the experiences of women from differing ethnicities might lend insight into the ways in which barriers to success both converge and differ at the microlevel. These convergent themes of mentorship have the possibility of providing insights for the development of intentional mentorship practice to support junior faculty and doctoral students engaged in scholarship. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10