Retaining and Supporting Faculty Who Are Black, Indigenous, and People of Color: The Promise of a Multi-Leveled Mentoring-Partnership Model

Autor/in	Endo, Rachel
Titel	Retaining and Supporting Faculty Who Are Black, Indigenous, and People of Color: The Promise of a Multi-Leveled Mentoring-Partnership Model
Quelle	In: Multicultural Perspectives, 22 (2020) 4, S.169-177 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2020.1845178
Schlagwörter	Teacher Persistence; Minority Group Teachers; College Faculty; Mentors; Models; Racial Bias; Program Development; Program Implementation + Suchen Sie Ihr Suchwort? Fakultät; Analogiemodell; Racial discrimination; Rassismus; Programmplanung
Abstract	A greater number of predominantly White institutions (PWIs) in the United States have focused their efforts on recruiting a more diverse faculty body to better reflect the students and surrounding communities they aspire to or currently serve. More of these institutions are actively moving beyond recruitment efforts and are seeking to explicitly focus on retaining diverse academic personnel through formal and informal mentoring initiatives. However, most dominant mentoring models at PWIs do not generally address the socioculturally specific challenges and realities that many faculty who are Black, Indigenous, and People of Color (BIPOC) experience and negotiate at PWIs. This article describes a field-tested mentoring-partnership model for BIPOC faculty in education and allied fields that could be adapted and applied across various institutional contexts and settings. For over a decade, the author, who is a Woman of Color faculty member, leader, and scholar, has designed equity-focused multi-leveled models of mentoring support for PWIs and other White-dominated organizations that have expressed interest in retaining, supporting, and advancing BIPOC employees. The model describes alternative paradigms for conceptualizing mentoring as dynamic partnerships with differentiated, equity-focused, and multi-leveled systems of support that explicitly center anti-racist and anti-deficit frameworks as core values. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01