Mentoring Women Faculty of Color in the Academy

Lloyd‐Jones, Brenda; Jean‐Marie, Gaëtane

doi:10.1002/9781119142973.ch11

Cited by 6 publications

(2 citation statements)

References 58 publications

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“…According to Tran (2014), WOC leaders in HE often experienced mentoring as a developmental tool that is self-initiated: they find mentors and other opportunities, such as leadership programs. Nontraditional mentoring activities availed by WOC include informal mentor networks (Lloyd-Jones, 2014), mentors from different career stages (mentoring amongst peers rather than a senior–junior dyad, etc.,) (Murakami & Núñez, 2014), different models of mentoring (social-justice focused, co-mentoring, mutual mentoring, etc.,) (Lloyd‐Jones & Jean‐Marie, 2020), and developmental networks including mentors from both professional and personal domains of life (Jean-Marie & Brooks, 2011; Lloyd-Jones, 2014; Lloyd‐Jones & Jean‐Marie, 2020; Murrell et al, 2008; Santamaría & Jaramillo, 2014; Tran, 2014). For instance, minoritized women often rely on external career and psycho-social support sources, such as their families, communities, and professional associations (Barksdale, 2007; Davis & Maldonado, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Living at the Intersections of Race and Gender in Diversified Mentoring: Experiences of Minoritized Women Leaders in Higher Education

Manongsong

Ghosh

2023

Advances in Developing Human Resources

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Problem There is chronic underrepresentation of minoritized women in higher education leadership positions. A primary reason is that mentoring support is either lacking or rarely considers how the intersection of their race and gender creates a double bind. Further, there is a dearth of studies examining the lived experiences of mentoring support received by minoritized women leaders. Solution Through semi-structured interviews of fifteen participants, our interpretative phenomenological study adds to the extant literature by exploring how women of color (WOC) leaders navigated the challenges posed by the differences in gender and/or racial identities with their mentors in diversified mentoring relationships (DMRs). Our findings indicate that aspiring minoritized women leaders can thrive under the double bind in DMRs with successful coping strategies. Stakeholders University administration and HRD practitioners can apply the findings to leverage DMRs as a critical tool for developing the leadership identity of women of color in higher education.

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Section: Literature Reviewmentioning

confidence: 99%

Living at the Intersections of Race and Gender in Diversified Mentoring: Experiences of Minoritized Women Leaders in Higher Education

Manongsong

Ghosh

2023

Advances in Developing Human Resources

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“…This may lead to feelings of tokenization, as their White colleagues can only view WOC’s strengths based on their visible identities (Hunter et al, 2020). Thus, it is crucial to take into consideration alternative methods of mentoring for WOC that promote positive mentoring relationships (see Lloyd-Jones & Jean-Marie, 2020).…”

Section: Discussionmentioning

confidence: 99%

What’s Next? On Better Supporting Women of Color Clinicians in University Counseling Centers

Wang,

Truong,

Palacio

et al. 2023

Journal of Prevention and Health Promotion

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As university counseling centers (UCCs) are diversifying, research on the experiences of clinicians of color, particularly women of color (WOC), and how they navigate their sociocultural identities at UCC workplace settings remains limited. We used a qualitative thematic analysis approach to explore the current support they receive, suggestions for UCCs to better support WOC, and suggestions for other WOC interested in pursuing a career at UCCs. A total of 56 participants responded to an online survey. Two broad themes emerged with the data around (a) existing and expanding support from UCCs for WOC and (b) advice for WOC interested in pursuing a career in UCCs. Subthemes delineated were (a) professional development and support and (b) workplace climate. While most participants named how their agencies supported them, many provided suggestions on how UCCs can improve from the process of recruitment, retention, leadership, and professional development to being respectful of WOC’s boundaries and needs. Related to workplace climate, participants appreciated the spaces created for either them or their clients of color. They suggested UCCs to be strategic in providing spaces where genuine feedback can be provided, creating various spaces for WOC (e.g., listserv, lunch group), and facilitating ongoing diversity training and discussions. Participants also imparted their wisdom to WOC through encouragement and practical advice. This study centers the voices of WOC clinicians and discusses the importance of self-advocacy, the various supports needed from institutions, and how White supervisors and mentors can better serve their WOC supervisees and trainees.

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