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Underrepresented minority (URM) faculty in higher education institutions often lack equal access to mentoring which contributes to high turnover rates. Even with equal access for all faculty, existing mentoring structures may not adequately address the unique needs of URM faculty across the career-span. We developed a Multi-Stage Mentoring Framework which utilizes a network of mentors to attend to the instrumental and psychosocial needs of faculty at every career stage. We evaluated how well existing mentoring programs at one university fit into the framework. Using both quantitative and qualitative responses, we determined that this constellation of institutional mentoring programs cumulatively provide opportunities for both instrumental and psychosocial formal mentoring support for faculty who span the early through late career stages.
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Mid‐career faculty peer mentoring: Rationale and program design
Abstract While formal early career mentoring is considered significant for faculty success, few universities have instituted programmatic mid‐career mentoring. We review the reasons mid‐career mentoring is important especially for under‐represented (URM) faculty and consider the ways the entrenched model of one‐on‐one mentoring can fail URM faculty. We advocate for a feminist‐inspired peer mentoring approach using a Community of Practice model that supports mentoring as advocacy. We then describe how our own mid‐career mentoring program enacts this approach and offer lessons learned that include the need to make a cost‐analysis case.
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- Award ID(s):
- 1760585
- PAR ID:
- 10419138
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- New Directions for Higher Education
- Volume:
- 2023
- Issue:
- 201-202
- ISSN:
- 0271-0560
- Page Range / eLocation ID:
- p. 5-19
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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