Thoughts on Feminist Mentoring: Experiences of Faculty Members from Two Generations in the Academy

Chesney‐Lind, Meda; Okamoto, Scott K.; Irwin, Katherine

doi:10.1007/s10612-005-3190-1

Cited by 26 publications

(27 citation statements)

References 16 publications

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Section: Themes In the Lives Of Black Women In Academe: Tension And Rmentioning

confidence: 99%

“…Black female faculty members, with other women, may be expected to perform social functions (e.g., organizing social functions) within our departments (Few et al, 2007). In the face of race and gender inequity, we also often struggle with demands to fulfill our own self-defined commitment to assist and mentor other marginalized persons, especially our students and junior colleagues (Chesney-Lind et al, 2006).As Black scholars have attempted to make in-roads into the academy, we experience anew what it means to be an "outsider within" (Hill Collins, 1986). Not as a member of a domestic class within the intimate confines of White families, as so many of our mothers before us, but as tentative and often transient members of the academy and fraternity of scholars within predominantly White universities.…”

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confidence: 99%

“…Women of color also encounter oppressive treatment in the assignment of courses and the survivors of the unspoken, marginalized views held toward multicultural and Black studies courses, the ghetto of higher education (Wright Myers, 2002). In the area of teaching, Black women faculty often teach courses that are less valued, and less frequently are assigned to graduate courses that are a core part of the curriculum (Chesney-Lind et al, 2006;Wright Myers, 2002). Voicing concerns about unequal treatment or providing recommendations about instruction, curriculum, or research also often are ignored, devalued, and dismissed (e.g., Harley, 2008;Wright Myers, 2002).…”

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confidence: 99%

“…Sometimes students' racism is disguised in the words and language that suggests that the faculty member does not like students or it is hard to understand her assignments and/or lectures (Harris, 2007;Wright Myers, 2002). Further, student complaints often are viewed as accurate and credible, although students' comments, behaviors, and language may be hostile, disrespectful, and seasoned with racism and sexism (Chesney-Lind et al, 2006;Harris, 2007;Wright Myers, 2002). There also is ongoing unprofessional approach of students going directly to the department head or dean without having had a conversation with the instructor, which suggests that students hold greater credibility than Black women faculty (Chesney-Lind et al, 2006;Wright Myers, 2002).…”

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confidence: 99%

“…Further, student complaints often are viewed as accurate and credible, although students' comments, behaviors, and language may be hostile, disrespectful, and seasoned with racism and sexism (Chesney-Lind et al, 2006;Harris, 2007;Wright Myers, 2002). There also is ongoing unprofessional approach of students going directly to the department head or dean without having had a conversation with the instructor, which suggests that students hold greater credibility than Black women faculty (Chesney-Lind et al, 2006;Wright Myers, 2002). Validating student complaints by not insisting that students meet with the professor further undermines the credibility and power of the Black women professorate; it also strengthens, validates, and sustains White privilege.…”

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confidence: 99%

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Outsiders within the Academy: Strategies for Resistance and Mentoring African American Women

Henderson¹

2010

Michigan Family Review

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Black Feminist Thought is used to identify some of the tensions experienced by African American women faculty holding positions in predominately White institutions: (a) the mammy-sapphire continuum of existence, (b) inequality without reverence to credentials and expertise, and (c) privilege and dismissing intersectionality. Peer mentoring is discussed as a tool of resistance. Other forms of resistance include: using counter narratives, identifying the issue, defining and evaluating self, relinquishing representations offered by others, seeking and using work-life resources, and securing required resources.Key words: Black Feminist Thought, Gender, Mentoring, Peer Mentoring, Race, ResistanceWe, African American women professionals in higher education, make visible the continued presence of race and gender oppression, and the hegemony that supports systems of oppression within the academy (Dillard, 2000; Patton, 2004ab). Race and gender differences in patterns of employment, rank, and personal experiences within academic units are illustrative of the interlocking nature of race and gender oppression that have multiple influences (Combs, 2003;Wright Myers, 2002), including pathways to doctorate studies, institutional hiring practices, tenure and promotion processes, organizational behavior, and professional relationships. Further, Black women are more likely to report organizational barriers to advancement and have more negative views of academic or departmental climates. They also are less likely to indicate that their scholarship is valued, that they are respected by their colleagues, and that they are OUTSIDERS WITHIN THE ACADEMY 29Michigan Family Review, 14(1), 28-41, 2010 © Michigan Council on Family Relations viewed as legitimate scholars compared to White women, men of color, or White men (Thomas & Hollenshead, 2001).Because career advancement and greater retention rates are among the most reported benefits of mentoring, mentoring is one form of resistance to systems of oppression, organizational barriers, and other negative dynamics experienced by Black women faculty. Mentoring also reduces social isolation and helps one to manage different academic roles (Bova, 2000;Holmes, Land, & Hinton-Hudson, 2007), making it one of the most viable coping and resistance strategies. Yet, a discussion of mentoring without acknowledging the intersections of race and gender, their implications within predominately White institutions, and forms of resistance would not address fully the needs of Black women in the academy, beckoning the use of a cultural-inclusive approach to working with African American women in the academy.Therefore, to frame the current discussion on mentoring, we use core themes of Black Feminist Thought (Hill Collins, 1986;1991) to situate Black women faculty in the academy. Part of our framework includes three sites of tension and resistance: (a) the Mammy-Sapphire continuum of existence, (b) inequality without reverence to credentials, expertise, and professional experiences, and (c) White ...

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Section: Themes In the Lives Of Black Women In Academe: Tension And Rmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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Outsiders within the Academy: Strategies for Resistance and Mentoring African American Women

Henderson¹

2010

Michigan Family Review

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Black Feminist Thought

Harris

2020

The Blackwell Encyclopedia of Sociology

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This entry explains the concept black feminist thought (BFT). It is a tool of empowerment for oppressed women forced to live a life of double consciousness. The basic assumptions of BFT are discussed in addition to a few exemplar studies using it to explain African American women's experiences with racism, classism, and sexism. Directions for future research are also discussed.

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Mentoring across differences in science education: Applying a brokering framework

Haverly

Brown

2022

Science Education

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Mentoring relationships in academia have traditionally been described as a dyad between a mentor and a mentee. The mentor provides the mentee with both technical and psychosocial support to move toward obtaining their Ph.D. or gaining tenure and promotion. While there is an embedded assumption that mentoring is best suited when people of common background support each other, scholars must consider the impact of mentoring across differences. Given the lack of diversity among senior faculty members in science education, and given the increasing diversity represented among graduate students and early career scholars in science education, inevitably mentoring relationships will be formed across differences in identities (race, ethnicity, gender, sexuality, ability). In our essay, we focus on two focal points: we explore those aspects of mentoring relationships that research suggests are critical to the success of relationships built across differences, foregrounding lessons science education researchers can take from this literature and arguing that it is too much to expect one individual mentor to provide to any given mentee. Next, we propose a brokering framework, leveraging technological advances, to work toward more transformative mentoring outcomes at scale, particularly when mentoring across differences.

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Thoughts on Feminist Mentoring: Experiences of Faculty Members from Two Generations in the Academy

Cited by 26 publications

References 16 publications

Outsiders within the Academy: Strategies for Resistance and Mentoring African American Women

Outsiders within the Academy: Strategies for Resistance and Mentoring African American Women

Black Feminist Thought

Mentoring across differences in science education: Applying a brokering framework

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