Relational-Cultural Theory as a Framework for Mentoring in Academia: Toward Diversity and Growth-Fostering Collaborative Scholarly Relationships

Autor/inn/en	Lewis, Consuella; Olshansky, Ellen
Titel	Relational-Cultural Theory as a Framework for Mentoring in Academia: Toward Diversity and Growth-Fostering Collaborative Scholarly Relationships
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 24 (2016) 5, S.383-398 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2016.1275390
Schlagwörter	Mentors; Females; Women Faculty; Minority Group Teachers; Diversity (Faculty); Feminism; Interpersonal Relationship; Teacher Persistence; Disproportionate Representation; Higher Education; Cultural Context; Theories; Massachusetts + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Feminismus; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Theory; Theorie; Master-Studiengang
Abstract	Mentoring in academia that encourages collaboration and interpersonal relationships is important in helping newer faculty members attain success. Developing such programs is challenging within our prevailing academic context that rewards competition and individually delineated success. We propose that Relational Cultural Theory, a feminist approach to healthy psychological growth, developed by Jean Baker Miller and colleagues at the Stone Center at Wellesley College, is an appropriate framework to guide effective mentoring programs, with a particular focus on cross-cultural mentoring of protégés in academia who are women and/or of color. We suggest the traditionally individual-oriented definition of success in academia could be modified toward more emphasis on collaboration, recognizing, and celebrating the rich diversity within academia. This emphasis can strengthen organizations by increasing and embracing diversity, adding to the richness of ideas and approaches to societal problems. Mentoring is defined through an expanded view that recognizes healthy collaboration as an indicator of success in academia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01