Faculty of Color's Mentorship Experiences in Counselor Education

Oller, Marianna L.; Lindo, Natalya A.; Li, Dan

doi:10.1002/ceas.12193

“…Rather, the focus should be on mentorship that encourages dialogue between mentors and protégés, regarding their unique experiences, personalities, interests, and backgrounds (Hinton, Grim, & Howard-Hamilton, 2009). A study in the US within a Faculty of Counselling Education showed that for junior faculty of colour, mentorship was seen as an invaluable tool for retaining other faculty of colour; especially when formal mentoring relationships were developed between more senior and junior faculty members of colour (Oller, Lindo, Li, & Dan, 2021). This approach should be applied in STEM programs because the presence of racialized faculty and other students of colour, will empower more racialized youth to aspire to and stay in STEM programs.…”

Section: Policy Recommendationsmentioning

confidence: 99%

Increasing Access to Postsecondary Education as a Source of Empowerment for Black Youth In Ontario: With a Particular Focus on Science, Technology, Engineering and Mathematics (Stem) Programs

Turner

2024

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<p>This study examines issues of educational access encountered by black youth in Ontario’s postsecondary education sector, with a particular focus on Science. Specifically, the paper explores racism and socioeconomic status as two main factors contributing to limitations encountered by racialized youth in their quest for academic access and excellence. To understand better the barriers affecting black youth in this context, the study engages Critical Race Theory as the framework for explaining the imbalanced educational opportunities and issues that limit educational access for racialized youth. Furthermore, this study offers policy options related to bridging programs, mentorship, de-streaming classrooms, and increasing funding, as instrumental in enhancing educational outcomes for black youth.</p>

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“…Rather, the focus should be on mentorship that encourages dialogue between mentors and protégés, regarding their unique experiences, personalities, interests, and backgrounds (Hinton, Grim, & Howard-Hamilton, 2009). A study in the US within a Faculty of Counselling Education showed that for junior faculty of colour, mentorship was seen as an invaluable tool for retaining other faculty of colour; especially when formal mentoring relationships were developed between more senior and junior faculty members of colour (Oller, Lindo, Li, & Dan, 2021). This approach should be applied in STEM programs because the presence of racialized faculty and other students of colour, will empower more racialized youth to aspire to and stay in STEM programs.…”

Section: Policy Recommendationsmentioning

confidence: 99%

Increasing Access to Postsecondary Education as a Source of Empowerment for Black Youth In Ontario: With a Particular Focus on Science, Technology, Engineering and Mathematics (Stem) Programs

Turner

2024

Preprint

0

View full text Add to dashboard Cite

<p>This study examines issues of educational access encountered by black youth in Ontario’s postsecondary education sector, with a particular focus on Science. Specifically, the paper explores racism and socioeconomic status as two main factors contributing to limitations encountered by racialized youth in their quest for academic access and excellence. To understand better the barriers affecting black youth in this context, the study engages Critical Race Theory as the framework for explaining the imbalanced educational opportunities and issues that limit educational access for racialized youth. Furthermore, this study offers policy options related to bridging programs, mentorship, de-streaming classrooms, and increasing funding, as instrumental in enhancing educational outcomes for black youth.</p>

show abstract