"How Do You Advance Here? How Do You Survive?" An Exploration of Underrepresented Minority Faculty Perceptions of Mentoring Modalities

This article contrasts perceptions among 58 under-represented minority (URM) faculty employed at U.S. research-extensive universities who reported an absence of mentoring or experienced informal or formal mentoring modalities. Key findings reveal a mentoring glass ceiling that affects URM faculty ca...

Full description

Saved in:
Bibliographic Details
Published in:Review of higher education 2019-12, Vol.42 (2), p.457
Main Authors: Espino, Michelle M, Zambrana, Ruth E
Format: Article
Language:English
Subjects:
Career Development
College Faculty
Cooperation
Equal Opportunities (Jobs)
Ethnicity
Individual Characteristics
Mentors
Minority Group Teachers
Racial Bias
Social Networks
Socialization
Teacher Collaboration
Teacher Researchers
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This article contrasts perceptions among 58 under-represented minority (URM) faculty employed at U.S. research-extensive universities who reported an absence of mentoring or experienced informal or formal mentoring modalities. Key findings reveal a mentoring glass ceiling that affects URM faculty career paths: an absence of mentoring can lead to significant career miscalculations; well-intentioned mentors can devalue faculty scholarship; lack of senior faculty accountability for observed disengagement from faculty career development; and inadequate mentorship often limits access to social networks and collaborative research opportunities. Recommendations are offered for developing effective formal mentoring initiatives that reflect an institutional investment in early-career URM faculty.
ISSN:0162-5748
DOI:10.1353/rhe.2019.0003