Chapter 5: Developing Culturally Responsive Mentoring in the Professoriate: A Theoretical Model

Mentorship is frequently cited in the literature of higher education as a critical tool for the personal, professional, and career development of faculty. However, African American women (AAW) faculty members have few mentors, face more isolation, and may be less connected to informal departmental networks than their White counterparts (Fox, 2001; Wasburn, 2007). Lack of mentoring is consequential because it can thwart the promotion of women faculty of color, positioning them at a disadvantage for career advancement (Jean-Marie & Lloyd-Jones, 2011). In predominantly White institutions of higher learning, major obstacles to mentorship for AAW academics include potential faculty mentors who gravitate towards those who are similar to them in race, ethnicity, gender, and research interests (Sadao, 2003; Stanley, 2006; Turner, Gonzales, & Wood, 2008). To address such challenges requires mentors who are willing to interact with all faculty members from diverse backgrounds.