Transformative Complicity and Cultural Humility: De- and Re-Constructing Higher Education Mentorship for Under-represented Groups

Duntley-Matos, Roxanna

doi:10.1007/s11133-014-9289-5

Cited by 21 publications

(15 citation statements)

References 21 publications

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“…Students from families that do not possess 'standard' social and cultural capital, mentorship proves even more effective in obtaining higher educational outcomes than for middle class students (Erickson et al 2009). Students that come from low-income families or belong to a minority racial or ethnic group tend to rely more on mentorships to attain access to and navigate institutions of higher education than other more privileged students must (Duntley-Matos 2014). Mentors often serve as a link to the system of education for at-risk students, aiding students in navigating the unfamiliar terrain of higher education (Hinsdale 2011;Staples 2014).…”

Section: Mentoring Benefits For At-risk Students In Educationmentioning

confidence: 99%

“…Involvement within the queer community is beneficial to all students, regardless of their personal identification (Nicol 2011), thus supporting the inclusion of allies into safe spaces and queer positive conversations within higher education. The development of increased social knowledge on issues of structurally disadvantaged communities would aid in increasing mentorship and changes within the structure of higher education itself to better incorporate the needs of queer students (Blonshine 2014;Duntley-Matos 2014).…”

Section: The Queer Communitymentioning

confidence: 99%

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Queerly Unequal: LGBT+ Students and Mentoring in Higher Education

Graham

2019

Social Sciences

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Sociological research has illuminated the importance of mentoring relationships, especially in regard to education. The literature has also shown that mentoring can help disadvantaged students access social and cultural capital that aids their academic achievement. Furthermore, mentoring relationships are more successful between mentees and mentors of the same race, class, or gender. However, there is little research about queer students' experiences with mentoring relationships in regard to education. In an effort to expand the literature on mentoring relationships and queer students I conducted ten in-depth interviews with queer identified undergraduate students at a large university in the Southeast United States. Using these interviews, I examined respondents' perception of their social exclusion, coping through resiliency, and prosocial behavior through mentoring others. I found that being openly queer posed an identity-based risk for students' ability to access mentoring relationships, in turn this risk increased their perception of resiliency and prosocial behavior.

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Section: Mentoring Benefits For At-risk Students In Educationmentioning

confidence: 99%

Section: The Queer Communitymentioning

confidence: 99%

Queerly Unequal: LGBT+ Students and Mentoring in Higher Education

Graham

2019

Social Sciences

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“…Mentorship is indeed a valuable form of cultural wealth (Brown, 2012;Thomas-Long, 2006). Canadian and U.S. literature on mentoring infer that the benefits of mentoring provide academic opportunities, job advancement, wage increases, and other job-related opportunities (Allen, Jacobson & Lomotey, 1995;Bova, 2000;Duntley-Matos, 2014;Johnson & Nelson, 1999).…”

Section: Mentorshipmentioning

confidence: 99%

Cultural Wealth

Brown

2019

JCRI

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Graduate students who come from a background where neither parent has pursued higher education or specifically, who are Women of Colour (WOC), lack important cultural capital that could otherwise threaten or derail their pursuit of a doctoral degree. Yet, even with this prior familial knowledge, WOC still succeed because they depend on their developed cultural wealth (CW) to navigate through their doctoral studies. To thoroughly analyze this assessment, a theoretical framework that included: critical race theory, cultural capital theory, and Womanist theory was implemented. A six-item structured instrument was utilized to examine the educational experiences of 10 WOC doctoral students who were attending an elite Canadian university. The aim of the survey was to assess how these diverse students cultivated unique forms of CW through the telling of their stories. An analysis of the data revealed six categories of cultural wealth that were significant and instrumental in graduate student achievement. These elements were: 1) Mother’s Influence, 2) Age Capital, 3) Survival Strategies, 4) Navigating Academic culture or “Know- How” 5) Mentorship, and 6) Spirituality. The majority of the participants interviewed acquired; grants, publishing and funding opportunities, possessed all six components. Findings of this study suggest that experiential/cultural knowledge of WOC is valuable and important for further research in higher education; and that academic supervisors and administrators should consider using cultural knowledge as a guide and tool for practical mentorship, academic development, and supervision to ensure successful outcomes for current and future diverse students, especially for WOC in doctoral programs.

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“…Even when they successfully negotiate graduate degrees, students of color frequently feel alienated [56], required to live in a White world [49, 57], silenced and invisible [12, 20, 58], and are less likely to connect with a mentor [56, 59–61]. Critical Race Theory bridges theory and practice (praxis) by critically examining local and broader structures for inclusiveness and equity, by providing a counterspace for a conscious community of mentors and students [62] who share a framework that overturns the majoritarian narrative [18].…”

Section: Background and Contextmentioning

confidence: 99%

Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program

et al. 2017

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Background and purposeUnconscious bias and explicit forms of discrimination continue to pervade academic institutions. Multicultural and diversity training activities have not been sufficient in making structural and social changes leading to equity, therefore, a new form of critical consciousness is needed to train diverse scientists with new research questions, methods, and perspectives. The purpose of this paper is to describe Building Infrastructure Leading to Diversity (BUILD); Promoting Opportunities for Diversity in Education and Research (PODER), which is an undergraduate biomedical research training program based on transformative framework rooted in Critical Race Theory (CRT).Key highlightsBy employing a CRT-informed curriculum and training in BUILD PODER, students are empowered not only to gain access but also to thrive in graduate programs and beyond. Poder means “power” or “to be able to” in Spanish. Essentially, we are “building power” using students’ strengths and empowering them as learners. The new curriculum helps students understand institutional policies and practices that may prevent them from persisting in higher education, learn to become their own advocates, and successfully confront social barriers and instances of inequities and discrimination. To challenge these barriers and sustain campus changes in support of students, BUILD PODER works toward changing campus culture and research mentoring relationships. By joining with ongoing university structures such as the state university Graduation Initiative, we include CRT tenets into the campus dialogue and stimulate campus-wide discussions around institutional change. Strong ties with five community college partners also enrich BUILD PODER’s student body and strengthen mentor diversity. Preliminary evaluation data suggest that BUILD PODER’s program has enhanced the racial/ethnic consciousness of the campus community, is effective in encouraging more egalitarian and respectful faculty-student relationships, and is a rigorous program of biomedical research training that supports students as they achieve their goals.ImplicationsBiomedical research programs may benefit from a reanalysis of the fit between current training programs and student strengths. By incorporating the voices of talented youth, drawing upon their native strengths, we will generate a new science that links biomedical research to community health and social justice, generating progress toward health equity through a promising new generation of scholars.

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Transformative Complicity and Cultural Humility: De- and Re-Constructing Higher Education Mentorship for Under-represented Groups

Cited by 21 publications

References 21 publications

Queerly Unequal: LGBT+ Students and Mentoring in Higher Education

Queerly Unequal: LGBT+ Students and Mentoring in Higher Education

Cultural Wealth

Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program

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