Identity-informed mentoring to support acculturation of female faculty of color in higher education: An Asian American female mentoring relationship case study. (2020)

“Female faculty of color need mentoring opportunities that recognize, validate, and nurture their perspectives and experiences as assets—rather than liabilities—to their work. Among studies of faculty of color, there have not been specific studies focused on intragroup mentoring for Asian American female faculty. This collaborative autoethnographic study seeks to explore and unpack the complexities of intragroup mentoring for Asian American female faculty through the examination of a 6-year faculty mentoring relationship between two Asian American female faculty members in the teacher education department of a large public university.”

Hsieh, B., & Nguyen, H. T. (2020). Identity-informed mentoring to support acculturation of female faculty of color in higher education: An Asian American female mentoring relationship case study. Journal of Diversity in Higher Education, 13(2), 169–180. https://doi.org/10.1037/dhe0000118

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