Mentoring and supportive networks for women of color in academe

Jean-Marie, G and Brooks, J 2011, 'Mentoring and supportive networks for women of color in academe' in Gaetane, Jean-Marie and Lloyd-Jones, Brenda (ed.) Women of Color in Higher Education: Changing Directions and New Perspectives, Emerald Group Publishing, Bingley, United Kingdom, pp. 91-108.

Document type: Book Chapter
Collection: Book Chapters

Title Mentoring and supportive networks for women of color in academe
Author(s) Jean-Marie, G
Brooks, J
Year 2011
Title of book Women of Color in Higher Education: Changing Directions and New Perspectives
Publisher Emerald Group Publishing
Place of publication Bingley, United Kingdom
Editor(s) Gaetane, Jean-Marie and Lloyd-Jones, Brenda
Start page 91
End page 108
Subjects Educational Administration, Management and Leadership
Summary As more women faculty of color enter the professoriate, they are evaluating, clashing with, and challenging old practices, while simultaneously articulating and establishing new ones (James & Farmer, 1993). To do so effectively, these women are best served by a network of mentors (Baugh & Scandura, 1999; Higgins & Kram, 2001) who can facilitate their development of career competencies, help them understand ''the rules of the game'' for scholarly activity, and transform the normalized construction of academic environments that is sometimes exclusionary of women faculty of color (Tillman, 2001; Young & Brooks, 2008). Mentoring networks are vital support structures in a successful academic career, as emerging scholars seek to navigate the complex and protean racial and gender dynamics of academic institutions (Sorcinelli & Yun, 2007). In this chapter, we explore issues of acclimatization of women new to the professoriate, with a particular focus on developing and sustaining effective mentoring networks for women of color. Furthermore, we examined extant research to gain insights on how women new to academe can build mentoring networks to create peer communities that advance scholarship and teaching, provide useful advice on tenure and promotion, help scholars balance personal and professional roles, and manage time. The following broad questions guided our chapter: (1) What types of mentors and mentoring relationships should early career women of color faculty should seek? (2) How are norms between prote´ge´s and mentors created, reinforced and sustained? and (3) What are the benefits of same-race/same-gender mentorships and cross-race/cross-gender mentorships?
Copyright notice © 2011 Emerald Group Publishing Limited
DOI - identifier 10.1108/S1479-3644(2011)0000010009
ISBN 9781780521824
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