Productive Tensions in a Cross-Cultural Peer Mentoring Women's Network: A Social Capital Perspective

Autor/inn/en	Esnard, Talia; Cobb-Roberts, Deirdre; Agosto, Vonzell; Karanxha, Zorka; Beck, Makini; Wu, Ke; Unterreiner, Ann
Titel	Productive Tensions in a Cross-Cultural Peer Mentoring Women's Network: A Social Capital Perspective
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 23 (2015) 1, S.19-36 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2015.1011035
Schlagwörter	Social Capital; Peer Relationship; Mentors; Role; Minority Group Teachers; Barriers; Females; College Faculty; Networks; Career Development; Conflict; Cultural Differences; Personal Narratives; Cultural Pluralism; Teacher Attitudes + Suchen Sie Ihr Suchwort? Sozialkapital; Peer-Beziehungen; Rollen; Weibliches Geschlecht; Fakultät; Berufsentwicklung; Konflikt; Kultureller Unterschied; Erlebniserzählung; Kulturpluralismus; Lehrerverhalten
Abstract	A growing body of researchers documents the unique barriers women face in their academic career progression and the significance of mentoring networks for advancement of their academic trajectories as faculty. However, few researchers explore the embedded tensions and conflicts in the social processes and relations of mentoring networks, and the implications this has for social capital. Using this as our starting point, our narrative reflections suggest that while productive orientations and shared experiences as women faculty of color promote supportive professional roles; the structural, relational, and cultural dynamics subtly frame the basis of our tensions. In moving beyond these, we advance the need for structured and constructive engagement of our differences in building the social capital of peer mentoring networks. While this is not an easy task, we hold that it requires fluid and ongoing negotiations of these relationships if collective goals are to be realized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01