References
- Aspfors, J., & Fransson, G. (2015). Research on mentor education for mentors of newly qualified teachers: A qualitative metasynthesis. Teaching and Teacher Education, 48, 75–86. https://doi.org/10.1016/j.tate.2015.02.004
- Baptiste, I. (2008). Wages of niceness: The folly and the futility of educators who strive not to impose. New Horizons in Adult Education and Human Resource Development, 22(2), 6–28. https://doi.org/10.1002/nha3.10305
- Bissonnette, J. (2016). The trouble with Niceness: How a preference for pleasantry sabotages culturally responsive teacher preparation. Journal of Language and Literacy Education, 12(2), 9–32.
- Castagno, A. (2014). Educated in Whiteness: Good intentions and diversity in schools. University of Minnesota Press.
- Castagno, A. (2019). Mapping the contours of niceness in education. In Castagno, A. (Ed.), The price of nice: How good intentions maintain educational inequity (pp. iv–xxiv). University of Minnesota Press.
- Corbin, J., & Strauss, A. (2014). Basics of qualitative research (4th ed.) Sage.
- DiAngelo, R. (2021). Nice racism: How progressive white people perpetuate racial harm. Beacon Press.
- Feiman-Nemser, S. (1998). Teachers as teacher educators. European Journal of Teacher Education, 21(1), 63–74. https://doi.org/10.1080/0261976980210107
- Feiman-Nemser, S. (2001a). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record: The Voice of Scholarship in Education, 103(6), 1013–1055. https://doi.org/10.1111/0161-4681.00141
- Feiman-Nemser, S. (2001b). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17–30. https://doi.org/10.1177/0022487101052001003
- Feiman-Nemser, S. (2012). Teachers as learners. Harvard Educational Press.
- Galman, S. (2019). Nice work: Young white women, near enemies, and teaching inside the magic circle. In Castagno, A. (Ed.), The price of nice: How good intentions maintain educational inequity (pp. 70–87). University of Minnesota Press. https://doi.org/10.5749/j.ctvpwhdfv.9
- Galman, S., Pica-Smith, C., & Rosenberger, C. (2010). Aggressive and tender navigations: Teacher educators confront whiteness in their practice. Journal of Teacher Education, 61(3), 225–236. https://doi.org/10.1177/0022487109359776
- Gardiner, W. & Weisling, N. (2016). Mentoring “inside” the action of teaching: Induction coaches’ perspectives and practices. Professional Development in Education, 42(5), 671–686. https://doi.org/10.1080/19415257.2015.1084645
- Gardiner, W. (2017). Mentoring “inside” and “outside” the action of teaching: A professional framework for mentoring. The New Educator, 13(1), 53–71.
- John-Steiner, V. (2000). Creative collaboration. Oxford University Press.
- Kavanagh, S. S., Feiman-Nemser, S., Hammerness, K., Matsko, K. K., & Wallace, J. (2023). Stepping in or stepping on: Mentor teachers’ preferences for mentoring inside and outside of interactive teaching. Journal of Teacher Education, 74(3), 274–287. https://doi.org/10.1177/00224871221142843
- Langdon, F., & Ward, L. (2015). Educative mentoring: A way forward. International Journal of Mentoring and Coaching in Education, 4(4), 240–254. https://doi.org/10.1108/IJMCE-03-2015-0006
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
- Liera, R. (2020). Equity advocates using equity-mindedness to interrupt faculty hiring’s racial structure. Teachers College Record: The Voice of Scholarship in Education, 122(9), 1–42. https://doi.org/10.1177/016146812012200
- Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record: The Voice of Scholarship in Education, 91(4), 509–536. https://doi.org/10.1177/016146819009100403
- Marciano, J. E., Farver, S. D., Guenther, A., Wexler, L. J., Jansen, K., & Stanulis, R. N. (2019). Reflections from the room where it happens: Examining mentoring in the moment. International Journal of Mentoring and Coaching in Education, 8(2), 134–148. https://doi.org/10.1108/IJMCE-08-2018-0047
- Miles, M. B., Huberman, A. M., & Saldana, J. (2013). Qualitative data analysis: A methods sourcebook. (3rd ed.) Sage.
- National Center for Education Statistics. (2023). Characteristics of traditional public, public charter, and private school teachers. Condition of Education. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/sld
- Orozco, R. (2019). The method of avoidance: Niceness as whiteness in segregated Chicanx schools. Whiteness and Education, 4(2), 128–145. https://doi.org/10.1080/23793406.2019.1642795
- Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed). Sage.
- Podolsky, A., Kini, T., Darling-Hammond, L., & Bishop, J. (2019). Strategies for attracting and retaining educators: What does the evidence say? Education Policy Analysis Archives, 27(38), 38. https://doi.org/10.14507/epaa.27.3722
- Riemer, F. J. (2019). She’s such a nasty woman:" Nice and nasty girls as. In A. E. Castagno (Ed.), The price of nice: How good intentions maintain educational inequities. (pp. 258–274) University of Minnesota Press. https://doi.org/10.5749/j.ctvpwhdfv.9
- Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.) Sage.
- Schwille, S. A. (2008). The professional practice of mentoring. American Journal of Education, 115(1), 139–167. https://doi.org/10.1086/590678
- Seidman, I. E. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences (4th ed.) Teachers College Press.
- Sommers, E. (2013). Tyranny of niceness: Unmasking a need for approval. Dundurn.
- Stanulis, R., & Bell, J. (2017). Beginning teachers improve with attentive and targeting mentoring. Kappa Delta Pi Record, 53(2), 59–65. https://doi.org/10.1080/00228958.2017.1299543
- Stanulis, R. N., Wexler, L. J., Pylman, S., Guenther, A., Farver, S., Ward, A., Croel-Perrien, A., & White, K. (2019). Mentoring as more than “cheerleading”: Looking at educative mentoring practices through mentors’ eyes. Journal of Teacher Education, 70(5), 567–580. https://doi.org/10.1177/0022487118773996
- Vygotsky, L. (1978). Mind in society: The development of higher sociological processes. Harvard University Press.
- Wegart, J. C., & Charles, A. J. (2019). The perfect storm of whiteness, middle-classness, and cis Femaleness. In A. E. Castagno (Ed.), The price of nice: How good intentions maintain educational inequities (pp. 91–109). University of Minnesota Press. https://doi.org/10.5749/j.ctvpwhdfv.9
- Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
- Wexler, L. J. (2019). Working together within a system: Educative mentoring and novice teacher learning. Mentoring & Tutoring: Partnership in Learning, 27(1), 44–67. https://doi.org/10.1080/13611267.2019.1583406
- Yin, R. (2014). Case study research: Design and methods (5th ed.) Sage.