Inequitable Rewards: Experiences of Faculty of Color Mentoring Students of Color
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.
Mentoring and Tutoring: Partnership in Learning
critical race theory, faculty of color, higher education, mentorship, students of color
Education | Higher Education | Race and Ethnicity | Social and Behavioral Sciences | Sociology | Student Counseling and Personnel Services
Brissett, Nigel O.M., "Inequitable Rewards: Experiences of Faculty of Color Mentoring Students of Color" (2020). International Development, Community, and Environment. 52.