Literature review: the gap between mentoring theory and practice for diverse women faculty

Graham, Carrie

doi:10.1080/13611267.2019.1611273

Cited by 15 publications

(10 citation statements)

References 35 publications

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“…Although faculty study participants focused on issues of race and racism, the objectives sharply differed between the Black and White faculty. Our review suggests the following two primary reasons motivate the creation of mentoring models for WOC: (1) to provide WOC strategies to navigate unfamiliar and often hostile STEM HE environments (Graham, 2019;Grant & Ghee, 2015); and…”

Section: General Observations Of the Current State Of The Literaturementioning

confidence: 99%

Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color

Nkrumah

Scott

2022

IJ STEM Ed

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Mentoring initiatives for undergraduate and graduate women of color (WOC) have provided peer-to-peer relationships and counterspaces to disrupt the inequitable treatment of students in STEM higher education (HE). This literature synthesis explores intersectionality in STEM HE mentoring through pursuing the following research questions: (1) What impact do the social contexts of WOC have on their mentoring experiences in STEM HE? (2) What role does intersectionality play in the structural organization of WOC mentoring models in STEM HE? (3) How has intersectionality shaped the life experiences of WOC mentors and mentees? and (4) How can mentoring models utilize intersectionality to incorporate the experiences of WOC in STEM HE? Thematic findings from literature related to STEM HE mentoring suggest a reinforcement of deficit mentoring models (Fix the URM), a symbolic application of intersectionality (branding gender–race), and a lack of paradigmatic shifts (catch-all). Our specific recommendations presented in this article challenge the epistemic oppression and epistemic violence that current STEM HE mentoring models operationalize.

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Section: General Observations Of the Current State Of The Literaturementioning

confidence: 99%

Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color

Nkrumah

Scott

2022

IJ STEM Ed

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“…One prominent limitation of our pilot programme was our small number of pairings and the inability to effectively account for areas of EDI. This is a particularly important shortcoming that should be considered for future mentorship schemes, as multiple studies of mentorship programmes describe self-reported unfulfilled needs for participants from minoritized backgrounds, as well as a lack of consideration for intersectional identities 17 . To this end, future large-scale mentorship schemes can draw on the recommendations from reviews of the mentorship literature 17 and programmes such as the National Research Mentoring Network that have successfully implemented mentorship training schemes aimed at EDI 10 .…”

Section: Pilot Limitationsmentioning

confidence: 99%

“…Mentoring is a vital way to support ECRs and has been highlighted as a preferred method of receiving careers support 17 . Following the success of the current pilot mentorship scheme, ARUK agreed to support, fund, and administer the design of a full-scale ARUK mentorship scheme pairing mentors and mentees across all Research Network Centres.…”

Section: Future Directionsmentioning

confidence: 99%

Creating connections: developing an online space for cross-regional mentorship and network building in the dementia research field

Fullerton¹,

Bettencourt²,

Daniels³

et al. 2022

AMRC Open Res

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Background Effective development and retention of talented early-career researchers (ECRs) is essential to the continued success of biomedical science research fields. To this end, formal mentorship programmes (where researchers are paired with one or more mentors beyond their direct manager) have proven to be successful in providing support and expanding career development opportunities. However, many programmes are limited to pools of mentors and mentees within one institute or geographical area, highlighting that cross-regional connections may be a missed opportunity in many mentorship schemes. Methods Here, we aimed to address this limitation through our pilot cross-regional mentorship scheme, creating reciprocal mentor-mentee pairings between two pre-established networks of Alzheimer’s Research UK (ARUK) Network-associated researchers. We carefully created 21 mentor-mentee pairings between the Scotland and University College London (UCL) networks in 2021, with surveys conducted to assess mentor/mentee satisfaction with the programme. Results Participants reported very high satisfaction with the nature of the pairings and the mentors’ contribution to the career development of mentees; a majority also reported that the mentorship scheme increased their connections outside of their home network. Our assessment of this pilot programme is that it supports the utility of cross-regional mentorship schemes for ECR development. At the same time, we highlight the limitations of our programme and recommend areas for improvement in future programmes, including greater consideration of support for minoritized groups and the need for additional training for mentors. Conclusions In conclusion, our pilot scheme generated successful and novel mentor-mentee pairings across pre-existing networks; both of which reported high satisfaction with pairings, ECR career and personal development, and the formation of new cross-network connections. This pilot may serve as a model for other networks of biomedical researchers, where existing networks within medical research charities can act as a scaffold to build new cross-regional career development opportunities for researchers.

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“…A review of the literature conducted by Graham (2019) offered additional evidence indicating that the advantages gained from mentoring continue to privilege Caucasian men compared to diverse women faculty. Further, there is a disconnect between the needs of diverse women faculty and what is provided through mentoring, which especially based on the identities of the mentor, may be in part due to the mentor not addressing gender and racial oppression (Graham, 2019). In recognizing how formal mentoring programs can be inadequate by not addressing oppression and upholding traits traditionally associated with masculinity as ideal, Dashper (2019) studied a formal mentoring program focused on empowering women and found many positive outcomes including career progression and increased confidence among participants.…”

Section: Barriers and Supports To Women's Career Developmentmentioning

confidence: 99%

“…As Creary and Roberts (2017) asserted, “one reason why developing diverse leaders is difficult—and why mentoring is so important—is that these leaders face unique challenges in cultivating positive identities at work” (p. 3). A review of the literature conducted by Graham (2019) offered additional evidence indicating that the advantages gained from mentoring continue to privilege Caucasian men compared to diverse women faculty. Further, there is a disconnect between the needs of diverse women faculty and what is provided through mentoring, which especially based on the identities of the mentor, may be in part due to the mentor not addressing gender and racial oppression (Graham, 2019).…”

Section: Introductionmentioning

confidence: 99%

Nevertheless, she persisted: Feminist women overcoming career adversity through communities of support

Diekmann

2022

Journal of Employment Couns

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Through an Interpretative Phenomenological Analysis design, this study explored career experiences of eight self‐identified feminist women. This study contributes to existing literature through focusing on the intersection of feminist identity and career development. The findings indicated that having a community of support, particularly from other women, is influential in career progression. All participants noted adversity, however, they recognized when situations were either sexist or unfair and did not appear to internalize these experiences. Implications include making space to discuss the impact of social identities on life decisions, prioritizing inclusive environments that mitigate adversity, and fostering communities of support.

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Literature review: the gap between mentoring theory and practice for diverse women faculty

Cited by 15 publications

References 35 publications

Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color

Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color

Creating connections: developing an online space for cross-regional mentorship and network building in the dementia research field

Nevertheless, she persisted: Feminist women overcoming career adversity through communities of support

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