Mentoring Experiences of Faculty of Color in Communication Sciences and Disorders

Autor/inn/en	Muñoz, Maria L.; Horton, RaMonda; Johnson, Valerie E.
Titel	Mentoring Experiences of Faculty of Color in Communication Sciences and Disorders
Quelle	In: Perspectives of the ASHA Special Interest Groups, 8 (2023) 4, S.712-728 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Faculty; Minority Group Teachers; Mentors; Communication Disorders; Teacher Attitudes; Doctoral Students; Collegiality; Student Attitudes; Career Development; Interpersonal Relationship; Barriers; Program Effectiveness; Racial Differences; Faculty Development; Faculty Advisers; Work Environment; Faculty Promotion; Tenure; School Culture + Suchen Sie Ihr Suchwort? Fakultät; Kommunikationsstörung; Lehrerverhalten; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Kollegialität; Schülerverhalten; Berufsentwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Rassenunterschied; Arbeitsmilieu; Amtszeit; Beschäftigungsdauer; Schulkultur; Schulleben
Abstract	Purpose: The purpose of this study was to examine the experiences of faculty of color (FOC) in communication sciences and disorders (CSD) with a specific emphasis on mentoring or being mentored during doctoral training and as faculty. FOC experience a number of unique obstacles to achieve success in higher education, often as a result of engaging in predominantly white spaces at the university or broader professional levels. Mentoring is a commonly recommended strategy for the recruitment and retention of FOC; however, little is known about the mentoring experiences of FOC in CSD. Method: Sixteen FOC, primarily women in tenure-track positions, provided 46- to 60-min semistructured interviews related to their experiences in academia. Interviews were transcribed, and for the purposes of this study, comments related to mentoring were identified and coded. A narrative thematic analysis was used to generate themes and subthemes evident in the interviews. Results: Six themes emerged from the data analysis: types of mentoring, cultural dynamics of mentoring, institutional support, motivation, ineffective mentoring, and effective mentoring. While participants chose to emphasize different aspects of their experiences as FOC, the importance of mentoring was notable and there were marked similarities in their experiences with mentoring. Conclusions: The data in this study indicated that mentoring plays an important role in shaping one's career success and trajectory in the discipline and the academy. A number of conclusions and recommendations were drawn from the experiences shared by the FOC. Recommendations include creating an environment to talk about mentoring, formally developing mentoring programs, and providing support and structure to guide mentoring relationships. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 800-638-8255; Fax: 301-296-8580; e-mail: perspectives@asha.org; https://perspectives.pubs.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01