Feminist Mentoring and Relational Cultural Theory

Alvarez, Ann Rosegrant; Lazzari, Marceline M.

doi:10.1177/0886109915612512

Cited by 25 publications

(21 citation statements)

References 16 publications

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“…Avery (2015) notes that mentorship in outdoor professions is a unique type of mentorship aimed at supporting women to navigate a male-dominated industry. Feminist social work reinforces this idea of the need for connection and mentoring (Alvarez & Lazzari, 2016), which is especially relevant in OBH.…”

Section: Discussion and Implications For Practicementioning

confidence: 89%

A Qualitative Gender Analysis of Women Field Guides’ Experiences in Outdoor Behavioral Healthcare: A Feminist Social Work Perspective

Karoff¹,

Norton

Tucker

et al. 2018

Affilia

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Rationale: Social work has long supported activity-based group work for young people. One such approach includes outdoor behavioral healthcare (OBH), also known as wilderness therapy, which often employs nonclinical field staff to lead outdoor activities as part of the overall treatment model. Although men and women both serve as field guides, the culture of OBH has historically been maledominated, at times obscuring the voices and perspectives of female staff in the field. For this reason, a feminist social work lens was employed in order to engage in a qualitative gender analysis of women field guides' experiences in OBH. Methods: Focus groups were used in this study to better understand gender as experienced by individuals who identify as women working as field guides in OBH. Findings: Results indicated that women experienced gender at intrapersonal, interpersonal, and program levels in ways that contributed to both empowerment and obstacles to leadership roles and longevity in the field. Identified needs included training for all staff on gender, women in leadership roles, and all women's spaces. Practice Considerations: Implications for social work practice are discussed, aimed at supporting women's development and creating work environments most conducive to learning and growth for staff and clients alike.

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Section: Discussion and Implications For Practicementioning

confidence: 89%

A Qualitative Gender Analysis of Women Field Guides’ Experiences in Outdoor Behavioral Healthcare: A Feminist Social Work Perspective

Karoff¹,

Norton

Tucker

et al. 2018

Affilia

View full text Add to dashboard Cite

show abstract

“…Formal mentorship has been noted to provide supports to alleviate many of these stressors (Denson et al, 2018). Formal mentorship for women has proven critical in aiding female faculty to navigate the gender biases that exist within the academy, providing a safe space to have honest discussions around these barriers, and to support women in challenging these noticeable power imbalances (Alvarez & Lazzari, 2016).…”

Section: Impact Of Formal Mentorship On Faculty From Marginalized Bac...mentioning

confidence: 99%

Leveling the Playing Field

Holcomb

2022

ASW

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Despite the numerous benefits of formal mentorship for all faculty, it remains underutilized within the academy. Specifically, this lack of critical support leaves historically marginalized groups, particularly women, underrepresented minorities, as well as part-time, intermittent, adjunct, or non-tenure track faculty, to struggle with navigating the challenging climate of higher education. To counter these inherent power differentials, this article asserts that formal mentorship is the responsibility of social work educators. This article presents a conceptual framework that integrates Relational Cultural Theory (RCT), the National Association of Social Work (NASW) Code of Ethics’ core values, and the Council on Social Work Education’s (CSWE) Educational Policy and Accreditation Standards (EPAS) as a mechanism to support faculty through formal mentorship practices. This article advocates for an amendment to the EPAS to include formal faculty mentorship within accredited programs.

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“…Mentoring programs that emphasize such development are envisaged as a useful vehicle for helping early-career academics to achieve career advancement. Building mentoring relationships, however, is especially challenging in the current academic arena in which individually delineated success rather than collective success is encouraged (Alvarez & Lazzari, 2016). In academia, mentors' major responsibilities include guiding new faculty's publication of peer-reviewed journal articles, writing of grant proposals and developing programs of scholarship (Zellers et al, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

A Journey towards Collaborative Culture Development: How to Be Weightless Despite Academic Gravity

Fung

Liang

2021

Front Educ China

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In science, gravity refers to the universal force of attraction acting on and between all matter. No one on earth can escape the force of gravity. In a similar vein, the stringent requirements of publications, research grants, and research output in the academic world can be metaphorically described as "academic gravity," the force of which pushes university academics to struggle and strive in pursuit of excellence just to survive in the changing landscape of higher education governed by neo-liberalism and managerialism. This article describes the journey of a junior academic staff member in an Asian university as he coped with various difficulties in establishing a collaborative culture in his department (i.e., the Faculty of Education). Working with a senior colleague (Sunshine-mother hereafter) in the same department, Author 1 began to recognize the importance of collegial collaboration in teacher education generally and in his academic life specifically. However, although he tried his utmost to develop a culture of collaboration amongst his colleagues, he struggled to cope with the tension and stress exerted by academic gravity (i.e., publication production and the pursuit of tenure). Drawing on data collected from a teaching development project and adopting a reflective autobiographic approach, this article delineates the collaborative relationship between Author 1 and Sunshine-mother, exemplifying the important roles that coaching and a free rein (i.e., weightlessness) play in the development of junior teacher-educators under the strong pressure of academic gravity.

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Feminist Mentoring and Relational Cultural Theory

Cited by 25 publications

References 16 publications

A Qualitative Gender Analysis of Women Field Guides’ Experiences in Outdoor Behavioral Healthcare: A Feminist Social Work Perspective

A Qualitative Gender Analysis of Women Field Guides’ Experiences in Outdoor Behavioral Healthcare: A Feminist Social Work Perspective

Leveling the Playing Field

A Journey towards Collaborative Culture Development: How to Be Weightless Despite Academic Gravity

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