The Importance of Mentoring Faculty Members of Color in Schools of Social Work

Mentoring Experiences and Perceptions of Latino Male Faculty in Higher Education

“…Unfortunately, due to the low percentage of Latino/a faculty in academia, there are limited options for engaging in mentorship with senior members of a similar ethnic and racial background. The literature suggests that cross-mentoring, mentorship from a senior member from a different ethnic or racial background, can be effective (Chadiha et al, 2014). However, there is no guarantee that even this type of mentorship will be available to Faculty of Color.…”

“…In 2015, this increase represented an undergraduate student population that is 14% Black, 17% Hispanic, and 1% Native American (U.S. Department of Commerce, Census Bureau, 2016). In response to these demographics, institutions of higher education have put an emphasis on recruiting Faculty of Color as a means of helping to support and retain these students (Chadiha et al, 2014). During the same year, Black (6%), Hispanic (4%), and Native American (>1%) faculty accounted for only a little more than 10% of full-time faculty.…”

“…Feelings of frustration, discrimination, and invisibility lead to high attrition rates (Thompson, 2008). Literature supports the value of mentorship as an effective means of helping to combat the challenges that Faculty of Color experience, and ultimately help with their retention (Chadiha et al, 2014;Simon et al, 2004). While there is a growing body of literature on Latino/a faculty that explores their pathways to the doctorate degree (Castellanos et al, 2006), their socialization experience (Ramirez, 2017;Salinas, 2015a), recruitment and retention (Ponjuan, 2011), and promotion and tenure (Guanipa et al, 2003;Ibarra, 2003), the research on Latino/a faculty members is limited.…”

Interracial Trust between Black Doctoral Student Protégés and White Mentors

“…This study appears to be unique by virtue of both accessing the perspectives of Black doctoral student protégés and also focusing on successful Black-White mentoring experiences and the factors that build these trusting relationships. Unlike the current inquiry, some studies (e.g., Boswell et al, 2015;Eller et al, 2014) acknowledged a deficiency with regard to the diversity of their sample while others focused on gender (e.g., Leck & Orser, 2013) or junior faculty as protégés (e.g., Cartwright et al, 2018;Chadiha et al, 2014). Inquiries that did investigate the mentoring of ethnic minority students either did not fully address interracial dyads or instead focused on exposing the problems associated with these pairings (e.g., Chan et al, 2015;McCoy et al 2015).…”

“…Mentoring of doctoral students, optimally a beneficial and trusting relationship focused on supporting protégé development, is critical for student success (Baker & Moore, 2015;Chan et al, 2015;McCoy et al, 2015;Protivnak & Foss, 2009;Rademaker et al, 2016). Indeed, positive mentoring with protégés of color has been linked with enhanced academic and career success, degree completion, professional growth, social and cultural capital, professional identity, critical thinking skills, and self-efficacy (Chadiha et al, 2014, Chan et al, 2015Gaddis, 2012). Benefits often accrue for mentors also, such as increased job satisfaction, job performance, professional reputation, personal and professional development, and career success (Boswell et al, 2015;Chadiha et al, 2014;Chan et al, 2015;Luedke, 2017).…”