712
Views
8
CrossRef citations to date
0
Altmetric
Research Article

Inequitable rewards: experiences of faculty of color mentoring students of color

ORCID Icon

References

  • Aguirre, A., Jr. (2000). Women and minority faculty in the academic workplace: Recruitment, retention, and academic culture. ASHE-ERIC Higher Education Report, 27(6). San Francisco, CA: Jossey-Bass.
  • Baez, B. (1999). Faculty of color and traditional notions of service. Thought and Action, 12, 131–138.
  • Baker, B. T., Hocevar, S. P., & Johnson, W. (2003). The prevalence and nature of service academy mentoring: A study of Navy Midshipmen. Military Psychology, 15(4), 273–283.
  • Banks, W. M. (1984). Afro-American scholars in the university: Roles and conflicts. The American Behavioral Scientist, 27(3), 325–338.
  • Bean, N. M., Lucas, L., & Hyers, L. L. (2014). Mentoring in higher education should be the norm to assure success: Lessons learned from the faculty mentoring program, West Chester University, 2008–2011. Mentoring & Tutoring: Partnership in Learning, 22(1), 56–73.
  • Bell, D. A. (1995). Who’s afraid of critical race theory. University of Illinois Law Review, 893–910.
  • Boyer, E. L., Moser, D., Ream, T. C., & Braxton, J. M. (2015). Scholarship reconsidered: Priorities of the professoriate. San Francisco, CA: John Wiley & Sons.
  • 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(3), 305–326.
  • Campbell, T. A., & Campbell, D. E. (1997). Faculty/student mentor program: Effects on academic performance and retention. Research in Higher Education, 38(6), 727–742.
  • Chapman, T. K., Dixson, A., Gillborn, D., & Ladson-Billings, G. (2013). Critical race theory. In B. Irby, G. Brown, R. Lara-Alecio, & S. Jackson (Eds.), Handbook of educational theories (pp. 1019–1026). North Carolina, Charlotte: Information Age Publishing.
  • Christian, M., Seamster, L., & Ray, V. (2019). New directions in critical race theory and sociology: Racism, White supremacy, and resistance. American Behavioral Scientist, 63(13), 1731–1740.
  • Cleveland, D. R., Sailes, D. J., Gilliam, D. E., & Watts, J. (2018). A theoretical focus on cultural taxation: Who pays for it in higher education. Advances in Social Sciences Research Journal, 5, 10.
  • Cole, D., & Griffin, K. (2013). Advancing the study of student-faculty interaction: A focus on diverse students and faculty. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (Vol. 28, pp. 561–611). New York: Springer.
  • Collins, T., Slough, S., & Waxman, H. (2009). Lessons learned about mentoring junior faculty in higher education. Academic Leadership, 7(2), 86–103.
  • Cooper, J. E., & Stevens, D. D. (2002). Tenure in the sacred grove: Issues and strategies for women and minority faculty. Albany, New York: SUNY Press.
  • Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K. (1995). Critical race theory: The key writings that formed the movement. New York, NY: The New Press.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods research. Thousand Oaks, CA: Sage publications.
  • Crisp, G., Baker, V. L., Griffin, K. A., Lunsford, L. G., & Pifer, M. J. (2017). Mentoring undergraduate students. ASHE Higher Education Report, 43(1), 7–103.
  • Dade, K., Tartakov, C., Hargrave, C., & Leigh, P. (2015). Assessing the impact of racism on Black faculty in White academe: A collective case study of African American female faculty. The Western Journal of Black Studies, 39(2), 134.
  • Davis, D. J. (2007). Access to academe: The importance of mentoring to black students. The Negro Educational Review, 58(3/4), 217–279.
  • Delgado, R., & Stefancic, J. (Eds). (2000). Critical race theory: The cutting edge. Philadelphia, PA: Temple University Press.
  • Eisenhardt, K., Graebner, M., & Sonenshein, S. (2016). Grand challenges and inductive methods: Rigor without rigor mortis. Academy of Management Journal, 59(4), 1113–1123.
  • Fairweather, J. S. (2002). The Mythologies of faculty productivity: Implications for institutional policy and decision making. The Journal of Higher Education, 73(1), 26–48.
  • Feagin, J. R., Vera, H., & Imani, N. (1996). The agony of education: Black students at White colleges and universities. Hove, East Sussex: Psychology Press.
  • Figueroa, J. L., & Rodriguez, G. M. (2015). Critical mentoring practices to support diverse students in higher education: Chicana/Latina faculty perspectives. New Directions for Higher Education, 2015(171), 23–32.
  • Finnegan, D. E., Webster, D., & Gamson, Z. F. (1996). Faculty and faculty issues in colleges and universities. Boston, MA: Pearson Learning Solutions.
  • Fries‐Britt, S., & Snider, J. (2015). Mentoring outside the line: The importance of authenticity, transparency, and vulnerability in effective mentoring relationships. New Directions for Higher Education, 2015(171), 3–11.
  • Fries-Britt, S. L., & Turner, B. (2001). Facing stereotypes: A case study of Black students on a white campus. Journal of College Student Development, 42(5), 420–429.
  • Geiger, R. L. (2014). The history of American higher education: Learning and culture from the founding to world war ii. Princeton: Princeton University Press.
  • Griffin, K. A. (2012). Black professors managing mentorship: Implications of applying social exchange frameworks to our understanding of the influence of student interaction on scholarly productivity. Teachers College Record, 114(5), 1–37.
  • Griffin, K. A. (2012a). Learning to mentor: A mixed methods study of the nature and influence of Black professors’ socialization into their roles as mentors. Journal of the Professoriate, 6(2), 1–31.
  • Griffin, K. A., Bennett, J. C., & Harris, J. (2013). Marginalizing merit?: Gender differences in black faculty d/discourses on tenure, advancement, and professional success. The Review of Higher Education, 36(4), 489–512.
  • Griffin, K. A., Perez, D., Holmes, A. P., & Mayo, C. E. (2010). Investing in the future: The importance of faculty mentoring in the development of students of color in STEM. New Directions for Institutional Research, 2010(148), 95–103.
  • Griffin, K. A., Pifer, M. J., Humphrey, J. R., & Hazelwood, A. M. (2011). (Re) defining departure: Exploring Black professors’ experiences with and responses to racism and racial climate. American Journal of Education, 117(4), 495–526.
  • Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Ectj, 29(2), 75–91.
  • Guiffrida, D. (2005). Othermothering as a framework for understanding African American students’ definitions of student-centered faculty. The Journal of Higher Education, 76(6), 701–723.
  • Guiffrida, D. A., & Douthit, K. Z. (2010). The Black student experience at predominantly White colleges: Implications for school and college counselors. Journal of Counseling & Development, 88(3), 311–318.
  • Guillaume, R. O., & Apodaca, E. C. (2020). Early career faculty of color and promotion and tenure: The intersection of advancement in the academy and cultural taxation. Race Ethnicity and Education, 1–18. doi:10.1080/13613324.2020.1718084
  • Harley, D. A. (2008). Maids of academe: African American women faculty at predominately white institutions. Journal of African American Studies, 12(1), 19–36.
  • Helland, P. A., Stallings, H. J., & Braxton, J. M. (2002). The fulfillment of expectations for college and student departure decisions. Journal of College Student Retention: Research, Theory & Practice, 3(4), 381–396.
  • Hirt, J. B. (2006). Where you work matters: Student affairs administration at different types of institutions. Lanham, MD: University Press of America.
  • Joseph, T. D., & Hirshfield, L. E. (2011). ‘Why don’t you get somebody new to do it?’ Race and cultural taxation in the academy. Ethnic and Racial Studies, 34(1), 121–141.
  • Kenny, M. E., & Stryker, S. (1996). Social network characteristics and college adjustment among racially and ethnically diverse first-year students. Journal of College Student Development, 37(6), 649–658.
  • Kram, K. E. (1988). Mentoring at work: Developmental relationships in organizational life. Lanham, MD: University Press of America.
  • Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7–24.
  • Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.
  • Lunsford, L. G., Crisp, G., Dolan, E. L., & Wuetherick, B. (2017). Mentoring in higher education. The SAGE Handbook of Mentoring, 316–334.
  • Lynch, R. V. (2002, November). Mentoring across race: Critical case studies of African American students in a predominantly white institution of higher education. Paper presented at the Annual Meeting of the Association for the Study of Higher Education, November 21–24, 2002, Sacramento, CA.
  • Matthew, P. A. (2016). Written/unwritten: Diversity and the hidden truths of tenure. Chapel Hill: University of North Carolina Press.
  • Mayo, J. R., Murguia, E., & Padilla, R. V. (1995). Social integration and academic performance among minority university students. Journal of College Student Development, 36(6), 542–552.
  • Menges, R. J., & Exum, W. H. (1983). Barriers to the progress of women and minority faculty. The Journal of Higher Education, 54(2), 123–144.
  • Museus, S. D., Palmer, R. T., Davis, R. J., & Maramba, D. (Eds.). (2011). Racial and ethnic minority student success in STEM education: ASHE higher education report (Vol. 36) Number 6. Hoboken, NJ: John Wiley & Sons.
  • National Center for Education Statistics. (2013). Fast facts - U.S. department of education. Retrieved September 10, 2016, from https://nces.ed.gov/fastfacts/display.asp?id=61.
  • O’Meara, K. (2011). Inside the panopticon: Studying academic reward systems. In J. C. Smart & M. B. Paulsen (Eds.), Higher education: Handbook of theory and research (Vol. 26, pp. 161–220). New York: Springer.
  • Padilla, A. M. (1994). Ethnic minority scholars, research, and mentoring: Current and future issues. Educational Researcher, 23(4), 24–27.
  • Parker, L. (2015). Critical race theory in education and qualitative inquiry: What each has to offer each other now? Qualitative Inquiry, 21(3), 199–205.
  • Pascarella, E., & Terenzini, P. (2005). How college affects students: A third decade of research. San Francisco, CA: Jossey-Bass.
  • 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.
  • Poloma, A. W. (2014). Why teaching faculty diversity (still) matters. Peabody Journal of Education, 89(3), 336–346.
  • Quaye, S. J., Griffin, K. A., & Museus, S. D. (2015). Engaging students of color. In S. R. Harper & S. J. Quaye (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (2nd Ed., pp. 15–36). New York, NY: Routledge.
  • Reddick, R. J. (2006). The gift that keeps giving: Historically Black college and university- educated scholars and their mentoring at predominantly White institutions. Educational Foundations, 20(1-2), 59–82. Winter-Spring 2006.
  • Rollock, N., & Gillborn, D. (2011). Critical race theory (CRT). British Educational Research Association online resource. June 15, 2020 [http://www.bera.ac.uk/files/2011/10/Critical-Race-Theory.pdf].
  • Rosser, V. J. (2004). Faculty members’ intentions to leave: A national study on their worklife and satisfaction. Research in Higher Education, 45(3), 285–309.
  • Rossman, G. B., & Rallis, S. F. (2016). An introduction to qualitative research: Learning in the field. Thousand Oaks, CA: Sage Publications.
  • Salas, R., Aragon, A., Alandejani, J., & Timpson, W. M. (2014). Mentoring experiences and Latina/o university student persistence. Journal of Hispanic Higher Education, 13(4), 231–244.
  • Santos, S. J., & Reigadas, E. T. (2004). Understanding the student-faculty mentoring process: Its effects on at-risk university students. Journal of College Student Retention: Research, Theory & Practice, 6(3), 337–357.
  • Schwitzer, A. M., Griffin, O. T., Ancis, J. R., & Thomas, C. R. (1999). Social adjustment experiences of African American college students. Journal of Counseling & Development, 77(2), 189–197.
  • Scisney-Matlock, M., Margaret, S.-M., & John, M. (2001). Promoting understanding of diversity through mentoring undergraduate students. New Directions for Teaching and Learning, 2001(85), 75–84.
  • Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75.
  • Sinanan, A. (2016). The value and necessity of mentoring African American college students at PWI’s. Journal of Pan African Studies, 9(8), 155.
  • Social Sciences Feminist Network Research Interest Group. (2017). The burden of invisible work in academia: Social inequalities and time use in five university departments. Humboldt Journal of Social Relations, 39, 228–245.
  • Squire, D. (2017). The vacuous rhetoric of diversity: Exploring how institutional responses to national racial incidences effect faculty of color perceptions of university commitment to diversity. International Journal of Qualitative Studies in Education, 30(8), 728–745.
  • Steiger, A. (2019).Moving forward, living backward, or just standing still?: newspaper theatre, critical race theory, and commemorating the Wade-Braden Trial in Louisville, Kentucky. Pedagogy and Theatre of the Oppressed Journal, 4. Article 5., 1–18.
  • Strayhorn, T. L. (2010). When race and gender collide: Social and cultural capital’s influence on the academic achievement of African American and Latino males. The Review of Higher Education, 33(3), 307–332.
  • Tate, W. (1997). Critical race theory and education: History, theory, and implications. Review of Research in Education, 22, 195–247.
  • Tierney, W. G., & Bensimon, E. M. (1996). Promotion and tenure: Community and socialization in academe. Albany, NY: SUNY Press.
  • Trower, C.A. (2002). Can colleges competitively recruit faculty without the prospect of tenure?. In R. P. Chait (Ed.), The questions of tenure (pp. 182–220). Cambridge, MA: Harvard University Press.
  • Wood, J. L., Hilton, A. A., & Nevarez, C. (2015). Faculty of color and White faculty: An analysis of service in colleges of education in the Arizona public university system. Journal of the Professoriate, 8(1), 85–109.

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.