Matching by Race and Gender in Mentoring Relationships: Keeping our Eyes on the Prize

Blake‐Beard, Stacy; Bayne, Melissa L.; Crosby, Faye J.; Muller, Carol B.

doi:10.1111/j.1540-4560.2011.01717.x

Cited by 286 publications

(257 citation statements)

References 47 publications

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“…Students, particularly students of color and women, valued having a mentor of the same race or gender (Blake-Beard, Bayne, Crosby, & Muller, 2011). To succeed in primarily White higher education institutions, faculty must provide African American male students with adequate validation and support (Wood & Palmer, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Culturally Responsive Teaching Knowledge and Practices of Online Faculty

Heitner¹,

Jennings

2016

OLJ

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Cultural differences between faculty and their students can create important challenges that affect the quality and efficacy of online teaching and learning. The objectives of this study were to: (a) create and pilot test an assessment for online faculty to measure culturally responsive teaching knowledge (CRT) and culturally responsive educational practices (CREP) in teaching and advising students of color, military students, LGBTQ students, religious minority students, and international students; (b) describe participants' CRT knowledge, value, and CREP; and (c) examine differences between their knowledge and their practices. The combined pilot and main study sample was comprised of 47 completed surveys. Internal consistency reliability was high for all subscales (.895-.970); subscale intra-class correlation coefficients ranged from .526-.833. The pilot round revealed strong face and content validity. Campbell-Fiske multitraitmultimethod matrix generated evidence of construct validity. Within-group comparisons of subscale scores using Wilcoxon Signed-ranks test revealed some significant differences between perceived knowledge and practice. Mann Whitney U test did not reveal significant differences in subscale scores or overall score by sector, degree level taught, or gender. The results have important implications for faculty training, professional development, mentoring, and support. Faculty who teach online who understand and value culturally responsive pedagogy and have the knowledge and skills to implement best practices in meeting the needs of diverse learners will enhance both teaching and learning. Culturally responsive knowledges and practice are particularly important as online programs are becoming ubiquitous across traditional institutions of higher education and their core faculty are teaching an increasingly diverse student body.

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Section: Literature Reviewmentioning

confidence: 99%

Culturally Responsive Teaching Knowledge and Practices of Online Faculty

Heitner¹,

Jennings

2016

OLJ

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“…This concept, called "racial/ethnic matching" has been studied in the workplace in general; 53 it has also been studied in specific professions, such as teaching and counseling. 54 Participants indicated that their interaction with users from a similar ethnic background was different from their interaction with users from dissimilar backgrounds.…”

Section: Further Researchmentioning

confidence: 99%

Including the Voices of Librarians of Color in Reference and Information Services Research

VanScoy¹,

Bright²

2017

RUSQ

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Librarians of color make up a small proportion of information professionals, but their perspectives should still be included in theory and best practices. This study seeks to create an inclusive understanding of reference and information service (RIS) by exploring the experience of RIS for librarians of color. Using interpretative phenomenological analysis, the experience of RIS for eight librarians of color, from various ethnic groups and types of libraries, is analyzed. Five themes of experience emerged from the analysis: uniqueness and difference; broad range of professional skills; messiness and beauty of the human interaction; working in a web of outside forces; and learning, growth, and change. In relation to prior research, findings show that these librarians of color experience reference and information work as multifaceted and user-focused, in common with librarians in general. However, they have unique experiences of reference and information services work because of microaggressions and discrimination and because of their focus on serving as a role model or mentor.

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“…The literature reviewed by Cole and Griffin 42 suggests that race does appear to be a notable factor in students' selection of mentors. Similarly, Ong and Wright 38 argue that matched mentors are especially important to women of color, and work by Blake-Beard et al shows that the matching of both race and gender in mentoring relations is particularly important to women of color 46 . However, authors like Ellington and Frederick 47 and JustinJohnson 48 found that women of color often seek mentors outside of their gender and racial group in order to adjust to the culture of their discipline.…”

Section: Mentoringmentioning

confidence: 99%

Understanding the Mentoring Needs of African-American Female Engineering Students: A Phenomenographic Preliminary Analysis

Smith¹,

Paretti²

2015 ASEE Annual Conference and Exposition Proceedings

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Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she codirects the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring communication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication, effective teaching practices in design education, the effects of differing design pedagogies on retention and motivation, the dynamics of cross-disciplinary collaboration in both academic and industry design environments, and gender and identity in engineering.c American Society for Engineering Education, 2015Page 26.1625.1 Understanding the Mentoring Needs of African-American Female Engineering Students: A Phenomenographic Preliminary Analysis AbstractSeeking to improve retention of underrepresented minorities within the STEM fields, we often discuss why these students leave, but spend less time on the measures that support persistence. Research has shown that mentoring is one essential source of such support for students of color. But our current understanding of the role of mentoring or its critical components is incomplete, both in a general sense and for specific populations. For example, the mentoring experiences of undergraduate African American women, especially in the field of engineering, is particularly understudied. To address this gap, the aim of this study is to gain an understanding of how undergraduate African American women in engineering experience effective faculty mentoring.As a group that lives at the intersection of both African American and female identities experienced simultaneously, African American women's socially defined categorizations provides a unique perspective that can distinctively impact their experiences, including their mentoring relationships. To understand their experiences, we apply phenomenography because of its capability to minimize essentialization and highlight variations within a phenomenon of interest or experience. Fundamentally, this method does not aim to generalize the experiences of all African American women in engineering, but rather to explore the different ways participants in this group experience mentoring relationships. We used student interviews to gather explicit examples of participants' experiences. Here we present a preliminary analysis of the data.The results yielded preliminary groupings based on variations in context, formation, and tone. These findings suggest that mentors can serve a variety of roles and engage with students in multiple ways. Perhaps more importantly, these roles and engagement patterns can occur across race and sex boundaries.

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Matching by Race and Gender in Mentoring Relationships: Keeping our Eyes on the Prize

Cited by 286 publications

References 47 publications

Culturally Responsive Teaching Knowledge and Practices of Online Faculty

Culturally Responsive Teaching Knowledge and Practices of Online Faculty

Including the Voices of Librarians of Color in Reference and Information Services Research

Understanding the Mentoring Needs of African-American Female Engineering Students: A Phenomenographic Preliminary Analysis

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