Negotiating Mentoring Relationships and Support for Black and Brown Early-Career Faculty

Autor/inn/en	King, Natalie S.; Upadhyay, Bhaskar
Titel	Negotiating Mentoring Relationships and Support for Black and Brown Early-Career Faculty
Quelle	In: Science Education, 106 (2022) 5, S.1149-1171 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King, Natalie S.) ORCID (Upadhyay, Bhaskar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21755
Schlagwörter	Mentors; Higher Education; Cultural Influences; Social Influences; College Faculty; Faculty Workload; Minority Serving Institutions; Minority Group Teachers; Work Environment; Faculty Promotion; Tenure; Racism; School Culture + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Cultural influence; Kultureinfluss; Sozialer Einfluss; Fakultät; Arbeitsmilieu; Amtszeit; Beschäftigungsdauer; Rassismus; Schulkultur; Schulleben
Abstract	In this essay, we share historical and structural components of mentoring within institutions of higher education and grapple with technical and moral obligations of support. We argue for more humanizing approaches that embed personal, social, and cultural aspects of mentoring, and seek to disrupt the purposes of mentoring, and for whom? Using a critical approach, we promote justice-oriented and equity-driven models of mentoring that account for excessive teaching loads and service commitments for faculty at minority-serving institutions and Black and Brown faculty at predominantly White institutions. Current promotion and tenure publish or perish models neglect the intellectual and scholarly contributions made through teaching and service and therefore hold the same level of expectations for engagement in and dissemination of research. We share our own stories as Faculty of Color navigating institutional structures during the promotion and tenure process, while also negotiating incongruent cultures of our personal and professional lives. Furthermore, we address the need for mentoring and networking within exclusionary spaces to support the productivity and critical research agendas of Black and Brown faculty that often challenge the white heteronormative cultures of our institutions, professional organizations, peer-reviewed journals, and prestigious funding mechanisms. Implications of this essay include an acknowledgment of oppressive systems that early-career Black and Brown faculty often navigate and a call for diverse mentoring programs and supports that conform with and validate our lives and needs. Furthermore, we provide recommendations on evidence-based resources and approaches that are available to science, technology, engineering, and mathematics faculty and science educators. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01