Mentoring as Transformative Practice: Supporting Student and Faculty Diversity
Caroline S. Turner
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Scholars examining how women and people of color advance in academia invariably cite mentorship as one of the most important factors in facilitating student and faculty success.
Contributors to this volume underscore the importance of supporting one another, within and across differences, as critical to the development of a diverse professoriate. This volume emphasizes and highlights:
• the importance of mentorship;
• policies, processes, and practices that result in successful mentoring relationships;
• real life mentoring experiences to inform students, beginning faculty, and those who would be mentors; and
• lievidence for policy makers about what works in the development of supportive and nurturing higher education learning environments.
• The guiding principles underlying successful mentorships, interpersonally and programmatically, presented here can have the potential to transform higher education to better serve the needs of all its members.
This is the 171st volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
scaffolds understanding for the novice—a type of banking method (Freire, 1993) for mentors. Whereas advising is a formal arrangement through which a student comes to know “how to do school,” mentoring is more about developing professional know-how and well-being. Mentoring promotes the very best of one's profession through illuminating a process of knowledge production and productivity. Mentoring is a professional development relationship meant to demystify, enrich, and stretch one's thinking
rare. Not surprisingly, in fields such as education, nursing, and psychology, attention to support and encouragement is linked to the nature of the helping professions and the large number of women. In the physical science and engineering fields, by contrast, women students are far outnumbered by men, there may be no or few female faculty members, and the masculine environment is often characterized by an emphasis on productivity and competitive advantage, individualism, objectivity, and
with less than 40% URM participants 1,702 34% 3% 2000 through 2006 All REU programs 881 43% 26% REU programs with less than 40% URM participants 560 38% 9% Math bachelor's degrees awarded (2000) 11,800 46% 14% Math PhDs awarded (U.S. citizen and permanent resident, 1997–2004) 3,663 31.3% 5.7% Philosophy and Perspective on Learning and Development in Context The NSF is keenly aware of problems created by underrepresentation. To better prepare the next generation, the NSF has invested in REUs.
http://www.siam.org/pdf/news/29.pdf Tavernise, S. (2012, February 9). Education gap grows between rich and poor, study says. New York Times. Retrieved from http://www.nytimes.com/2012/02/10/education/education-gap-grows-between-rich-and-poor-studies-show.html U.S. Census Bureau. (2011). People in poverty by selected characteristics. Washington, DC: Author. Retrieved from http://www.census.gov/hhes/www/poverty/data/incpovhlth/2011/table3.pdf Vygotsky, L. (1978). Mind in society: The development of
formed and interactions between students and one specific faculty member, data were aggregated and coded, and are presented thematically rather than in a conversational format (e.g., Fries-Britt & Turner Kelly, 2005). The structure for data analysis loosely followed the guidelines for team-based analysis outlined by MacQueen, McLellan, Kay, & Milstein (1998), and the constant comparative method (Glaser & Strauss, 1967). Kimberly, along with Jennifer and Meghan (the two student lead authors), read