1,155
Views
6
CrossRef citations to date
0
Altmetric
Research Article

#BlackintheIvory: culturally responsive mentoring with black women doctoral students and a black male mentor

, &
Pages 392-415 | Accepted 01 Jul 2020, Published online: 04 Oct 2020

References

  • Aviles, G. (2020, June 8). Black women create #BlackInTheIvory and #PublishingPaidMe to reveal inequity in academia and publishing. NBC News. Retrieved from https://www.nbcnews.com
  • Baker-Bell, A. (2017). For Loretta: A black woman literacy scholar’s journey to prioritizing self-preservation and Black feminist–womanist storytelling. Journal of Literacy Research, 49(4), 526–543.
  • Barker, M. J. (2011). Racial context, currency, and connections: Black doctoral student and white advisor perspectives on cross-race advising. Innovations in Education and Teaching International, 48, 387–400.
  • Barker, M. J. (2016). The doctorate in black and white: Exploring the engagement of Black doctoral students in cross race advising relationships with White faculty. Western Journal of Black Studies, 40(2), 126–140.
  • Behar, R. (1996). The vulnerable observer: Anthropology that breaks your heart. Boston, MA: Beacon Press.
  • Bell, D. A. (1992). Faces at the bottom of the well: The permanence of racism. New York, NY: Basic Books.
  • Benjamin, L. (Ed.). (1997). Black women in the academy: Promises and perils. Gainesville, FL: University of Florida Press.
  • Blockett, R., Felder, P. P., Parris, W., & Collier, J. (2016). Pathways to the professoriate: Exploring African-American doctoral student socialization and the pipeline to the academic profession. Western Journal of Black Studies, 40(2), 95–110.
  • Boice, R. (1992). The new faculty member: Supporting and fostering professional development. San Francisco, CA: Jossey-Bass.
  • Bradley, C. (2005). The career experiences of African American women faculty: Implications for counselor education programs. College Student Journal, 39, 518–528.
  • Brooms, D. R., & Davis, A. R. (2017). Staying focused on the goal: Peer bonding and faculty mentors supporting Black males’ persistence in college. Journal of Black Studies, 48, 305–326.
  • Brown, M. C., Davis, G. L., & McClendon, S. A. (1999). Mentoring graduate students of color: Myths, models, and modes. Peabody Journal of Education, 74(2), 105–118.
  • Bullough, R., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13–21.
  • Collins, P. H. (1986). Learning from the outsider within: The sociological significance of Black feminist thought. Social Problems, 33(6), 14–32.
  • Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York: Routledge.
  • Collins, P. H. (2009). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York, NY: Routledge.
  • Collins, P. H., & Bilge, S. (2016). Intersectionality. Hoboken, NJ: John Wiley & Sons.
  • Cooper, J. E., & Stevens, D. D. (2002). The journey toward tenure. In J. E. Cooper & D. D. Stevens (Eds.), Tenure in the sacred grove: Issues and strategies for women and minority faculty (pp. 3–15). Albany, NY: State University Press.
  • Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989, 139–167.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
  • Davis, D. J. (2007). Access to academe: The importance of mentoring to Black students. Negro Education Review, 58, 217–231.
  • Davis, D. J., Chaney, C., Edwards, L., Thompson-Rogers, G. K., & Gines, K. T. (2011). Academe as extreme sport: Black women, faculty development, and networking. Negro Educational Review, 62&63(14), 167–187.
  • Davis, S. M. [@DrShardeDavis]. (2020, June 7). If you’re White & are incredibly uncomfortable w/reading, seeing, and hearing our stories of racism and anti-Blackness via #BlackintheIvory. [Tweet]. Twitter. Retrieved from https://twitter.com/DrShardeDavis/status/1269684104942907392
  • Diep, F. (2020, June 9). ‘I was fed up’: How #BlackInTheIvory got started, and what its founders want to see next. The Chronicle of Higher Education, 66(32). Retrieved from https://www.chronicle.com/article/I-Was-Fed-Up-How/248955.
  • Ellis, C., & Bochner, A. (2003). Autoethnography, personal narrative, reflexivity Researcher as subject. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 733–768). 2nd edition, Thousand Oaks, CA: Sage.
  • Ellis, C. S., & Bochner, A. P. (2006). Analyzing analytic autoethnography: An autopsy. Journal of Contemporary Ethnography, 35(4), 429–449.
  • Esposito, J., Lee, T., Limes-Taylor, H. K., Mason, A., Outler, A., Rodriguez Jackson, J., … Whitaker-Lea, L. (2017). Doctoral students’ experiences with pedagogies of the home, pedagogies of love, and mentoring in the academy. Educational Studies, 53(2), 155–177.
  • Flood, A. (2020, June 8). #Publishingpaidme: Authors share advances to expose racial disparities. The Guardian. Retrieved from https://www.theguardian.com/books/2020/jun/08/publishingpaidme-authors-share-advances-to-expose-racial-disparities
  • Flowers, J. C. (2020, June 10). The coming campus protests. The Chronicle of Higher Education, 66(32). Retrieved from https://www.chronicle.com/article/The-Coming-Campus-Protests/248967.
  • Frank, A. W. (2000). The standpoint of storyteller. Qualitative Health Research, 10(3), 354–365.
  • Fries-Britt, S., & Turner Kelly, B. (2005). Retaining each other: Narratives of two African American women in the academy. The Urban Review, 37(3), 221–242.
  • Gappa, J., Austin, A., & Trice, A. (2007). Rethinking faculty work: Higher education’s strategic imperative. Hoboken, NJ: John Wiley and sons.
  • Gay, G. (2004). Navigating marginality en route to the professoriate: Graduate students of color learning and living in academia. International Journal of Qualitative Studies in Education, 17(2), 265–288.
  • Gibbs Grey, T., & Farrier, B. (2017). #Sippingtea: Two black female literacy scholars sharing counterstories to redefine our roles in the academy. The Journal of Literacy Research, 49(4), 503–525.
  • Gläser, J., & Laudel, G. (2013). Life with and without coding: Two methods for early-stage data analysis in qualitative research aiming at causal explanations. Forum: Qualitative Social Research, 14(2). doi:10.17169/fqs-14.2.1886
  • Gooden, M. A., & Dantley, M. (2012). Centering race in a framework for leadership preparation. Journal of Research on Leadership in Education, 7(2), 235–251.
  • Gooden, M. A., & O’Doherty, A. (2015). Do you see what I see? Fostering aspiring leaders’ racial awareness. Urban Education, 50(2), 225–255.
  • Grant, C., & Simmons, J. (2008). Narratives on experiences of African-American women in the academy: Conceptualizing effective mentoring relationships of doctoral student and faculty. International Qualitative Studies Journal, 21(5), 501–517.
  • Grant, C. M. (2012). Advancing our legacy: A Black feminist perspective on the significance of mentoring for African-American women in educational leadership. International Journal of Qualitative Studies in Education, 25(1), 101–117.
  • Grant, C. M. (2014). From chair to podium: A narrative experience of an African American female emerging scholar’s entry into the academy. In G. Jean-Marie, C. Grant, & B. Irby (Eds.), The duality of women scholars of color: Transforming and being transformed in the academy (pp. 1–32). Charlotte, NC: Information Age Publishing.
  • Grant, C. M., & Ghee, S. (2015). Mentoring 101: Advancing African-American women faculty and doctoral student success in predominantly White institutions. International Journal of Qualitative Studies in Education, 28(7), 759–785.
  • Gray White, D. (2007). “Matter out of place”: Ar’n’t I a Woman? Black female scholars and the academy. The Journal of African American History, 92(1), 5–12.
  • Griffin, K. A., Bennett, J. C., & Harris, J. (2013). Marginalizing merit? An analysis of gender differences in Black faculty D/discourses on tenure, advancement, and professional success. The Review of Higher Education, 36(4), 489–512.
  • Harley, D. A. (2008). Maids of academe: African American women faculty at predominately white institutions. Journal of African American Studies, 12(1), 19–36.
  • Henderson, T. L., Hunter, A. G., & Hildreth, G. J. (2010). Outsiders within the academy: Strategies for resistance and mentoring African American women. Michigan Family Review, 14(1), 28–41.
  • Hinton, G., Howard-Hamilton, M., & Grim, V. (2009). Blessed assurance: Our stories of mentoring graduate students and junior faculty in a higher education and student affairs program. In M. Howard-Hamilton, C. Morelon, R. Winkle Wagner, & R. Johnson (Eds.), Standing on the outside looking: Underrepresented students’ experiences in advanced-degree programs (pp. 184–202). Sterling, VA: Stylus Publishing.
  • hooks, B. (1989). Talking back: Thinking feminist, thinking black. Boston, MA: South End.
  • Hughes, R. L., & Howard-Hamilton, M. F. (2003). Insights: Emphasizing issues that affect African American women. New Directions for Student Services, 104, 95–104.
  • Hughes, S., Pennington, J. L., & Makris, S. (2012). Translating autoethnography across the AERA standards: Toward understanding autoethnographic scholarship as empiricalresearch. Educational Researcher, 41(6), 209–219.
  • Jean-Marie, G., & Brooks, J. (2011). Mentoring and supportive networks for women of color in academe. In G. Jean-Marie & B. Lloyd-Jones (Eds.), Women of color in higher education: Contemporary perspectives and new directions (Vol. 10, pp. 91–107). Bingley, UK: Emerald Group.
  • Jones, H. A., Perrin, P. B., Heller, M. B., Hailu, S., & Barnett, C. (2018). Black psychology graduate students’ lives matter: Using informal mentoring to create an inclusive climate amidst national race-related events. Professional Psychology, 49(1), 75–82.
  • Jones, T. B., Wilder, J., & Osborne-Lampkin, L. (2013). Employing a Black feminist approach to doctoral advising: Preparing black women for the professoriate. Journal of Negro Education, 82(3), 326–338.
  • Kendi, I. X. (2019). How to be an antiracist. New York, NY: Penguin Random House.
  • Khalifa, M. A. (2018). Culturally responsive school leadership. Cambridge, MA: Harvard Education Press.
  • Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272–1311.
  • Kynard, C. (2015). Teaching while black: Witnessing disciplinary whiteness, racial violence, and race-management. Literacy in Composition Studies, 3, 1–20.
  • Lazos, S. R. (2012). Are student teaching evaluations holding back women and minorities?: The perils of “doing” gender and race in the classroom. In G. Gutiérrez, Y. F. Muhs, C. G. G. Niemann, & A. P. Harris (Eds.), Presumed incompetent: The intersections of race and class for women in academia (pp. 164–185). Louisville, CO: Utah State University Press.
  • Lewis, J. A., Mendenhall, R., Harwood, S. A., & Browne Huntt, M. (2016). “Ain’t I a Woman?” Perceived gendered racial microaggressions experienced by Black women. The Counseling Psychologist, 44(5), 758–780.
  • Manning, J. (2017). In vivo coding. In J. Matthes (Ed.), The international encyclopedia of communication research methods (pp 1–2). New York, NY: Wiley-Blackwell. doi:10.1002/9781118901731.iecrm0270.
  • Martinez, M. A., & Welton, A. (2017). Straddling cultures, identities, and inconsistencies: Voices of pre-tenure faculty of color in educational leadership. Journal of Research on Leadership Education, 12(2), 122–142.
  • Maseti, T. (2018). The university is not your home: Lived experiences of a Black woman in academia. South African Journal of Psychology, 48(3), 343–350.
  • McClaurin, I. (2016). Theorizing a Black feminist self in anthropology: Toward an autoethnographic approach. In Irma McLaurin (Ed.), Black feminist anthropology: Theory, politics, praxis, and poetics (pp. 49–76). New Brunswick, NJ: Rutgers University Press
  • Milner, H. R. (2020). Start where you are but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms (2nd ed.). Cambridge, MA: Harvard Education Press.
  • Minnett, J. L., James-Gallaway, A. D., & Owens, D. R. (2019). Help a sista out: Black women doctoral students’ use of peer mentorship as an act of resistance. Mid-Western Educational Researcher, 31(2), 210–238.
  • Moore, M. R. (2017). Women of color in the academy: Navigating multiple intersections and multiple hierarchies. Social Problems, 64(2), 200–205.
  • Mullen, C. A., & Robertson, K. C. (2014). Shifting to fit: The politics of black and white identity in school leadership. Charlotte, NC: Information Age Publishing.
  • Myers, L. (2002). A broken silence: Voices of African American women in the academy. Westport, CT: Greenwood Publishing Group.
  • Nash, R. (2004). Liberating scholarly writing: The power of personal narrative. New York, NY: Teachers College Press.
  • Nzinga-Johnson, S. (2013). Introduction: Extending the boundaries. In S. Nzinga-Johnson (Ed.), Laboring positions: Black women, mothering, and the academy (pp. 1–32). Bradford, ON: Demeter Press.
  • Padilla, A. M. (1994). Ethnic minority scholars, research, and mentoring: Current and future issues. Educational Researcher, 23(4), 24–27.
  • Patel, V. (2017, April 23). Getting minority Ph.D. students to the finish line. The Chronicle of Higher Education, 63(34), A7–A10. Retrieved from http://www.chronicle.com/article/Getting-Minority-PhD/239857
  • Patton, L. D. (2009). My sister’s keeper: A qualitative examination of mentoring experiences among African American women in graduate and professional schools. The Journal of Higher Education, 80(5), 510–537.
  • Patton, L. D., & Harper, S. R. (2003). Mentoring relationships among African American women in graduate and professional schools. New Directions for Student Services, (2003(104), 67–78.
  • Ponjuan, L., Conley, V. M., & Trower, C. (2011). Career stage differences in pre-tenure-track faculty perceptions of professional and personal relationships with colleagues. The Journal of Higher Education, 82(3), 319–346.
  • Reid, L. (2010). The role of perceived race and gender in the evaluation of college teaching on RateMyProfessors.com. Journal of Diversity in Higher Education, 3, 137–152.
  • Rockquemore, K., & Laszloffy, T. A. (2008). The Black academic’s guide to winning tenure—without losing your soul. Boulder, ON: Lynne Rienner.
  • Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage.
  • Scheurich, J. J., & Young, M. D. (2002). White racism among white faculty: From critical understanding to antiracist activism. In W. A. Smith, P. G. Altbach, & K. Lomotey (Eds.), The racial crisis in American higher education: Continuing challenges for the twenty-first century (pp. 221–242). Albany: State University of New York Press.
  • Shavers, M. C., & Moore, J. L., III. (2014). Black female voices: Self-presentation strategies in doctoral programs at predominately White institutions. Journal of College Student Development, 55(4), 391–407.
  • Spaulding, L. L., & Rockinson-Szapkiw, A. A. (2012). Hearing their voices: Factors doctoral candidates attribute to their persistence. International Journal of Doctoral Studies, 7, 199–219.
  • Thomas, G. D., & Hollenshead, C. (2001). Resisting from the margins: The coping strategies of Black women and other women of color faculty members at a research university. Journal of Negro Education, 70, 166–175.
  • Tillman, L. C. (1998). The mentoring of African American faculty: Scaling the promotion and tenure mountain. In H. T. Frierson (Ed.), Diversity in higher education (pp. 141–155). Greenwich, CT: JAI Press.
  • Tillman, L. C. (2001). Mentoring African-American faculty in predominantly White institutions. Research in Higher Education, 42(3), 295–325.
  • Tuitt, F. (2012). Black like me: Graduate students’ perceptions of their pedagogical experiences in classes taught by black faculty in a predominantly White institution. Journal of Black Studies, 43(2), 186–206.
  • U.S. Department of Education (USDOE). (2019). Characteristics of postsecondary faculty. Institute of Education Sciences, National Center for Education Statistics. Retrieved from https://nces.ed.gov/programs/coe/pdf/Indicator_CSC/coe_csc_2019_05.pdf
  • Walkington, L. (2017). How far have we really come? Black women faculty and graduate Students’ experiences in higher education. Humboldt Journal of Social Relations, 1(39), 51–65.
  • Wallace, L. S., Moore, E. S., Wilson, L. L., & Hart, G. B. (2012). African American women in the academy: Quelling the myth of presumed incompetence. In G. Gutiérrez, M. Y. Flores Niemann, C. G. González, & A. P. Harris (Eds.), Presumed incompetent: The intersections of race and class for women in academia (pp. 421–438). Boulder: University Press of Colorado.
  • Welton, A. D., Owens, D. R., & Zamani-Gallaher, E. M. (2018). Anti-racist change: A conceptual framework for educational institutions to take systemic action. Teachers College Record, 120(14), 1–22.
  • Wilson, R. (2002). A kinder, less ambitious professoriate. The Chronicle of Higher Education, 49(11), A10–A11.7.
  • Yosso, T. J. (2005). Whose culture has capital? Race, Ethnicity and Education, 8, 69–91.
  • Zachary, L. J. (2011). The mentor’s guide: Facilitating effective learning relationships. San Francisco, CA: Jossey-Bass.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.