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Autor/inn/en | Suriel, Regina L.; Martinez, James; Evans-Winters, Venus |
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Titel | A Critical Co-Constructed Autoethnography of a Gendered Cross-Cultural Mentoring between Two Early Career Latin@ Scholars Working in the Deep South |
Quelle | In: Educational Studies: Journal of the American Educational Studies Association, 54 (2018) 2, S.165-182 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Suriel, Regina L.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1946 |
DOI | 10.1080/00131946.2017.1356308 |
Schlagwörter | Mentors; Hispanic Americans; Critical Theory; Race; College Faculty; Racial Composition; College Environment; Whites; Geographic Regions; Autobiographies; Ethnography; Minority Group Teachers; Gender Issues; Trust (Psychology); Empathy |
Abstract | Multicultural mentoring has been suggested to support Latin@ faculty success in their careers, yet current literature on effective mentorships of Latin@ faculty is limited. This critical co-constructed autoethnography draws on critical race theory (CRT) and latin@ critical race theory (LatCrit) frameworks to highlight the lived experiences and key elements of an effective gendered cross-cultural mentoring relationship in a Latin@ pretenure faculty dyad working in a predominantly White institution of higher education located in the Deep South of the United States. Drawing upon a methodological rhythm of sorts, a Black scholar acts as a muse providing "testimonios" and interpretations of a relationship existing among Latin@ scholars in predominantly White intellectual spaces. Findings from this critical co-constructed autoethnography note that a safe colored space supports effective mentoring, "familismo," "personalismo," enabling effective cross-cultural mentorship. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |