Running Bamboo: A Mentoring Network of Women Intending to Thrive in Academia

Agosto, Vonzell; Karanxha, Zorka; Unterreiner, Annie; Cobb‐Roberts, Deirdre; Esnard, Talia; Wu, Ke; Beck, Makini

doi:10.1080/19407882.2015.1124785

Cited by 18 publications

(11 citation statements)

References 26 publications

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“…While she taught me a whole lot about teaching and research, the most important lessons she taught me were about how to do those things as a Black woman faculty member navigating a PWI. Access to this type of culturally relevant mentorship, which is often largely unavailable to Black women due to their underrepresentation in academia, is a critical component of professional socialization in the academy (Agosto et al, 2016). Similar to the participants in the Martinez et al (2020) study, my decision to even consider pursuing a faculty position was almost entirely influenced by the mentorship I received as a doctoral student from my mentor/advisor, as well as my dissertation committee.…”

Section: Resultsmentioning

confidence: 99%

Embodying Black feminist epistemology to make green grass grow: The transition from administrator to academic for a Black woman in student affairs.

West¹

2022

Journal of Diversity in Higher Education

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This Scholarly Personal Narrative (SPN) builds on McCluskey-Titus and Cawthon's (2004) use of the "grass is always greener on the other side of the fence" metaphor to explore the experiences of a Black American woman faculty member transitioning from her role as a student affairs administrator to a full-time, tenure-earning faculty member. Specifically, I recount how my positionality as a Black feminist scholarpracademic was essential in successfully navigating the administrator-to-academic transition from one predominantly white institution (PWI) to another. Derived from a deductive thematic analysis grounded in Collins' (2000) Black feminist epistemology and relying on metaphors related to greener grass, I present several narratives that illuminate my experiences transitioning from administrator to academic and offer strategies that may be useful to Black women considering or in the midst similar transitions.

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Section: Resultsmentioning

confidence: 99%

Embodying Black feminist epistemology to make green grass grow: The transition from administrator to academic for a Black woman in student affairs.

West¹

2022

Journal of Diversity in Higher Education

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“…Moreover, the MMM contributor community supports, mentors, cheers, and cares for each other throughout the year. Informal peer-support networks are important in the development of early-career researchers ( Macoun and Miller, 2014 ), particularly for identities underrepresented in academia ( Agosto et al, 2016 ). The use of Twitter as a primary platform expands the opportunities for informal mentoring and support and can accommodate the unfortunately transient aspects of early career stages by facilitating access to colleagues and confidants regardless of geographic location ( Ferguson and Wheat, 2015 ).…”

Section: March Mammal Madnessmentioning

confidence: 99%

March Mammal Madness and the power of narrative in science outreach

Hinde

Amorim

Brokaw

et al. 2021

eLife

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March Mammal Madness is a science outreach project that, over the course of several weeks in March, reaches hundreds of thousands of people in the United States every year. We combine four approaches to science outreach – gamification, social media platforms, community event(s), and creative products – to run a simulated tournament in which 64 animals compete to become the tournament champion. While the encounters between the animals are hypothetical, the outcomes rely on empirical evidence from the scientific literature. Players select their favored combatants beforehand, and during the tournament scientists translate the academic literature into gripping “play-by-play” narration on social media. To date ~1100 scholarly works, covering almost 400 taxa, have been transformed into science stories. March Mammal Madness is most typically used by high-school educators teaching life sciences, and we estimate that our materials reached ~1% of high-school students in the United States in 2019. Here we document the intentional design, public engagement, and magnitude of reach of the project. We further explain how human psychological and cognitive adaptations for shared experiences, social learning, narrative, and imagery contribute to the widespread use of March Mammal Madness.

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“…A systemic lens examines intersecting structures that work simultaneously to oppress individuals. It involves understanding that oppression or inequality occurs by not just one factor (i.e., gender) but through an intersection of various factors, such as gender, race, sexuality, nationality, religion, age, and so on (Agosto et al., 2016). In this vein, a systemic analysis acknowledges that women's experiences are not universal (Charleston et al., 2014), but vary in relation to their “social class, power, ethnicity, [and] sexuality within local cultures at particular historical moments” in the world (Qin, 2004, p. 298).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Critical feminist analysis of STEM mentoring programs: A meta‐synthesis of the existing literature

Beck

Kern

et al. 2021

Gender Work & Organization

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We conducted a meta-synthesis review of existing literature on science, technology, engineering, and math (STEM) mentoring programs for women. Critical feminist theory (CFT) was used to understand how mentoring programs support retention and occupational advancement of women in traditionally male-dominated STEM fields. Four primary strands of CFT were explored: gender, oppression/patriarchy, social institutions, and systemic change. Traditional models of mentoring encompass varied approaches, including institutionally enforced programs, formal and informal programs, paired peer grouping, as well as face-to-face and online forums. However, low levels of retention and self-stated lack of professional satisfaction for women in STEM fields continue to plague those professions. This study reviews the literature on mentoring programs that have been implemented to support women in STEM, thus adding to the epistemology of mentoring women in STEM through feminist discourse.

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Running Bamboo: A Mentoring Network of Women Intending to Thrive in Academia

Cited by 18 publications

References 26 publications

Embodying Black feminist epistemology to make green grass grow: The transition from administrator to academic for a Black woman in student affairs.

Embodying Black feminist epistemology to make green grass grow: The transition from administrator to academic for a Black woman in student affairs.

March Mammal Madness and the power of narrative in science outreach

Critical feminist analysis of STEM mentoring programs: A meta‐synthesis of the existing literature

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