Literature Review: The Gap between Mentoring Theory and Practice for Diverse Women Faculty

Autor/in	Graham, Carrie
Titel	Literature Review: The Gap between Mentoring Theory and Practice for Diverse Women Faculty
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 27 (2019) 2, S.131-143 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graham, Carrie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2019.1611273
Schlagwörter	Mentors; College Faculty; Women Faculty; Diversity (Faculty); African American Teachers; Hispanic Americans; Asian Americans; American Indians; Minority Group Teachers; Career Development; Workplace Learning; Cross Cultural Training; Theory Practice Relationship; Socialization; Social Networks; Faculty Promotion + Suchen Sie Ihr Suchwort? Fakultät; Frauenakademie; Weibliche Gelehrte; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Hispanic; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; American Indian; Indianer; Berufsentwicklung; Interkulturelle Orientierung; Theorie-Praxis-Beziehung; Socialisation; Sozialisation; Social network; Soziales Netzwerk
Abstract	Mentoring remains a beneficial resource for faculty career advancement. Yet, women faculty across African, Latinx, Asian, and Native American Diasporas often report their career advancement needs are unfulfilled by mentors. As a result, a gap exists between mentoring theory and practical application in higher education. Some scholars identified one factor contributing to this gap is Caucasian mentors not addressing faculty gendered and ethnic intersectional identity and the implications of that identity in the professoriate. Also, mentoring literature discussions omit the importance of facilitating learning, particularly when exploring the needs of women faculty across ethnic groups. I explored the gap between the proposed functions of mentoring and the challenges of cross-cultural mentoring and learning as a component of mentoring. The aim is to bridge the gap between theory and practice by providing readers with key mentor behaviors identified in qualitative and quantitative research that facilitate learning. (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