ABSTRACT: Employing the analytical lens of Critical Race Theory, I explored how faculty of color view their mentorship of students of color at predominantly White colleges and universities. The research was conducted through an anonymous online questionnaire shared with faculty of color at 136 predominantly White institutions. Three main themes emerge and show that faculty of color feel: (a) a sense of social responsibility to their communities of color; (b) that this demanding and often specialized work comes at a cost to their professional careers, and; (c) that shared marginalized identities create unique mentorship responsibilities and demands. I then discuss the implications for social justice in higher education.
Brissett, N. (2020) Inequitable rewards: Experiences of faculty of color mentoring students of color. Mentoring & Tutoring: Partnership in Learning, 28:5, 556-577, DOI: 10.1080/13611267.2020.1859327
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