African American Women Faculty at Predominantly White Institutions (PWIs): Empowering through Mentoring

Russell, Melody L.

doi:10.5399/osu/advjrnl.3.1.9

Cited by 2 publications

(2 citation statements)

References 27 publications

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“…Russell (2022) discussed the importance of mentoring relationships in institutions of higher education writ large, but at PWIs in particular. Mentoring has the potential to be empowering and serve as a form of resistance for African–American women faculty to grow their professional identities and thrive in the academy.…”

Section: Identifying Underrepresented Groups In the Academy And Their...mentioning

confidence: 99%

“…Therefore, effective mentorship is required to preserve my sense of self while simultaneously negotiating my contributions to my professional organizations and field of study. Russell (2022) discussed the importance of mentoring relationships in institutions of higher education writ large, but at PWIs in particular. Mentoring has the potential to be empowering and serve as a form of resistance for African-American women faculty to grow their professional identities and thrive in the academy.…”

Section: Navigating Institutional Structures and Challenges Of Being ...mentioning

confidence: 99%

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Negotiating mentoring relationships and support for Black and Brown early‐career faculty

King

Upadhyay

2022

Science Education

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In this essay, we share historical and structural components of mentoring within institutions of higher education and grapple with technical and moral obligations of support. We argue for more humanizing approaches that embed personal, social, and cultural aspects of mentoring, and seek to disrupt the purposes of mentoring, and for whom? Using a critical approach, we promote justice-oriented and equity-driven models of mentoring that account for excessive teaching loads and service commitments for faculty at minority-serving institutions and Black and Brown faculty at predominantly White institutions. Current promotion and tenure publish or perish models neglect the intellectual and scholarly contributions made through teaching and service and therefore hold the same level of expectations for engagement in and dissemination of research. We share our own stories as Faculty of Color navigating institutional structures during the promotion and tenure process, while also negotiating incongruent cultures of our personal and professional lives. Furthermore, we address the need for mentoring and networking within exclusionary spaces to support the productivity and critical research agendas of Black and Brown faculty that often challenge the white heteronormative cultures of our institutions, professional organizations, peer-reviewed journals, and prestigious funding mechanisms. Implications of this essay include an acknowledgment of oppressive systems that early-career Black and Brown faculty often

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Section: Identifying Underrepresented Groups In the Academy And Their...mentioning

confidence: 99%

Section: Navigating Institutional Structures and Challenges Of Being ...mentioning

confidence: 99%

Negotiating mentoring relationships and support for Black and Brown early‐career faculty

King

Upadhyay

2022

Science Education

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The Race-Gender-Equity-Leadership Matrix: Intersectionality and Its Application in Higher Education Literature

Johnson,

Johnson

2024

Journal of Black Studies

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Intersectionality is a proven theoretical framework, offering a lens to explore how multiple identities and interlocking systems of power influence equity for historically underserved groups. This paper, with its unique focus on Black/African American women as a unilateral demographic, applies the multi-level intersectionality model to elucidate how race and gender converge to impact the educational and leadership experiences of Black/African Diasporan women. By illustrating the model’s utility in research, policy, and practice, it not only sheds light on how systems of privilege shape opportunities and (in)equities for underrepresented groups, particularly within the context of higher education and leadership, but also provides actionable insights that empower policymakers and practitioners to make a difference. Framed within the context of higher education in the United States, this research underscores the need for more attention to race-gender diversity in higher education, as education and leadership are, in many ways, a manifestation of attainment and self-actualization. These insights can guide the development of effective policies and practices that promote equity and diversity in higher education, offering tangible solutions to the persistent challenges faced by Black/African American women in these spheres.

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African American Women Faculty at Predominantly White Institutions (PWIs): Empowering through Mentoring

Cited by 2 publications

References 27 publications

Negotiating mentoring relationships and support for Black and Brown early‐career faculty

Negotiating mentoring relationships and support for Black and Brown early‐career faculty

The Race-Gender-Equity-Leadership Matrix: Intersectionality and Its Application in Higher Education Literature

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