Sustainability and Social Justice

Inequitable Rewards: Experiences of Faculty of Color Mentoring Students of Color

Document Type

Article

Abstract

Employing the analytical lens of Critical Race Theory, I explored how faculty of color view their mentorship of students of color at predominantly White colleges and universities. The research was conducted through an anonymous online questionnaire shared with faculty of color at 136 predominantly White institutions. Three main themes emerge and show that faculty of color feel: (a) a sense of social responsibility to their communities of color; (b) that this demanding and often specialized work comes at a cost to their professional careers, and; (c) that shared marginalized identities create unique mentorship responsibilities and demands. I then discuss the implications for social justice in higher education.

Publication Title

Mentoring and Tutoring: Partnership in Learning

Publication Date

12-16-2020

Volume

28

Issue

5

First Page

556

Last Page

577

ISSN

1361-1267

DOI

10.1080/13611267.2020.1859327

Keywords

critical race theory, faculty of color, higher education, mentorship, students of color

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