Mentoring: An Action Strategy for Increasing Minority Faculty

Blackwell, James E.

doi:10.2307/40249734

Cited by 196 publications

(110 citation statements)

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“…Finally, we also know that the presence (or absence) of mentors of color is an important variable in the professional development of psychology doctoral students of color (Pope-Davis et al, 1997). This need for mentors for students of color has been stressed in other scholarly work as well (e.g., Blackwell, 1989;Brinson & Kottler, 1993). Therefore, it appears that addressing the under-representation of nontraditional students and faculty in academia is critical, and one in which mentoring can play an important role.…”

Section: Mentoring and Noncognitive Variablesmentioning

confidence: 99%

Mentoring in Academia: Considerations for Diverse Populations

Sedlacek¹,

Benjamin²,

Schlosser³

et al. 2008

The Blackwell Handbook of Mentoring

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Section: Mentoring and Noncognitive Variablesmentioning

confidence: 99%

Mentoring in Academia: Considerations for Diverse Populations

Sedlacek¹,

Benjamin²,

Schlosser³

et al. 2008

The Blackwell Handbook of Mentoring

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“…Anderson & Shannon (1988) gave some examples of basic mentoring activities in the area of teacher education to include: demonstrating teaching techniques to a mentee, observing mentee's classroom teaching and providing feedback, and holding support meetings with the mentee. Blackwell (1989) suggests that identified promising minority students may be invited to work with a professor on a major research project, or other creative enterprise -as a special assistant for library research for instance. In Aagaard & Hauer (2003, p. 298) mentoring activity consisted of " […] 10 to 15 students meeting with 2 faculty members for quarterly group dinners […]".…”

Section: Mentoring Activitiesmentioning

confidence: 99%

Mentoring future engineers in higher education: a descriptive study using a developed conceptual framework

Agholor

Nalda

Barcena

2017

Prod.

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Mentoring research is recent and multidisciplinary and is found in mostly English speaking cultural contexts. The purpose of this study is to describe a fifty-year old mentoring practice involving faculty-mentors and engineering student-mentees, at the school of engineering of a Spanish university, a non-English speaking context. Mentoring is part of the process of developing the career of the engineering students. For this description, we first developed a more complete conceptual framework of mentoring from literature, identifying the key elements or components. The description of each element in the mentoring practice at the study setting was obtained from archival documents, records, observations and interviews of faculty-mentors and student-mentees. The usefulness of the framework is thereby tested and areas for improvement of the mentoring practice are identified. In addition, this study extends mentoring research into the Spanish speaking European culture and highlights a mentoring experience that could be replicated in other universities. We provide a definition of mentoring that is based on the mentoring experience and practice at the institution given the lack of a generally accepted definition of mentoring.

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“…Blackwell's (1989) suggestion that the presence of certain culturally stereotyped persons can serve as cues that are associated with violence. (Leather and Lawrence, 1995).…”

Section: Baird Harder and Preis (1997)mentioning

confidence: 99%