Eighteenth International Conference on Diversity in Organizations, Communities & Nations

Abstract

Mentoring new faculty of color in the academic environment is imperative as they may experience the feelings of vulnerability, stress, and powerlessness. In order to manage these feeling and assist with acclimation to the institution a mentoring partnership must be developed. That partnership may start with a task, that develops into a caring relationship where mentors build trust through honesty, have a willingness to learn about self and others, and be willing to share power and privilege. The goal is to build pathways for a faculty to become a valued member of the academic community without sacrificing self-identity. For the mentor, open dialog and a willingness to confront one’s own biases is critical in building trust. For the mentee, a willingness to be vulnerable, ask for help, and look for performance feedback is critical in connecting to the mentor and the institution. A positive mentoring relationship diminishes isolation, provides a sounding board for ideas, and helps with uncertainties. As the relationship matures, the relationship then transforms into a bi-directional relationship, where mentors are provided with new insights that enrich their personal growth. This paper will describe a case study of a cross-race mentoring relationship.