Literaturnachweis - Detailanzeige
| Autor/inn/en | Murakami, Elizabeth T.; Núñez, Anne-Marie |
|---|---|
| Titel | Latina Faculty Transcending Barriers: Peer Mentoring in a Hispanic-Serving Institution |
| Quelle | In: Mentoring & Tutoring: Partnership in Learning, 22 (2014) 4, S.284-301 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1361-1267 |
| DOI | 10.1080/13611267.2014.945739 |
| Schlagwörter | Hispanic Americans; Minority Group Teachers; Barriers; Disproportionate Representation; College Faculty; Women Faculty; Mentors; Females; Institutional Characteristics; Hispanic American Students; Personal Narratives; Educational History; Communities of Practice; Faculty Publishing; Peer Groups; Qualitative Research; Texas |
| Abstract | In this article, the authors conducted a research metasynthesis of publications by a group of Latina tenure-track faculty participating in a peer mentoring group, the Research for the Educational Advancement of Latin@s (REAL) collaborative, housed in one Hispanic Serving Institution. Due to the small representation of Latinas in the academy, the significance of non-hierarchical peer-mentoring structures is observed as empowering Latina faculty to develop personal and/or professional transformation. We asked, "What peer mentoring strategies can Latina faculty employ to navigate academia?" These faculty members' experiences in building a scholarly community pose a counter-narrative to the historical isolation of underrepresented faculty in academia and suggest possibilities for women faculty of color to construct a personal and professional community in the academy. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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