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Supporting mentees through inclusive mentorship.

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Title: Supporting mentees through inclusive mentorship.
Authors: Addy, Tracie Marcella1 (AUTHOR) addyt@lafayette.edu, Addy, Nii A.1 (AUTHOR), Hendrickson, Brett1 (AUTHOR), Mitchell, Khadijah A.1 (AUTHOR)
Source: New Directions for Teaching & Learning. Sep2023, Vol. 2023 Issue 175, p11-19. 9p.
Subject Terms: *Classroom environment, *Higher education, Mentoring
Abstract: Inclusion in formal classroom environments continues to be a major focus in higher education, but there has been less emphasis on inclusive instructor‐student mentorship, which has a significant impact and can have a number of positive outcomes for learners. In this article, we describe major principles of inclusive mentorship, as well as models and structures that support inclusion. We explore specific topics such as the positionalities and mindsets of inclusive mentors, values, and intentions, the power of formal and informal mentorship structures, and the critical role of constellation mentorship. We highlight recommended practices for mentoring diverse learners through three case examples that collectively span the undergraduate, graduate, and pre‐professional levels. These case examples draw upon the rich experiences of co‐authors who have mentored a number of students and trainees, won mentorship awards, successfully founded and led mentorship programs, and studied effective mentorship practices. This topic fills an important gap in the literature, by addressing and providing evidence‐based practices that support inclusive mentorship. [ABSTRACT FROM AUTHOR]
Copyright of New Directions for Teaching & Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22New+Directions+for+Teaching+%26+Learning%22">New Directions for Teaching & Learning</searchLink>. Sep2023, Vol. 2023 Issue 175, p11-19. 9p.
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  Data: Inclusion in formal classroom environments continues to be a major focus in higher education, but there has been less emphasis on inclusive instructor‐student mentorship, which has a significant impact and can have a number of positive outcomes for learners. In this article, we describe major principles of inclusive mentorship, as well as models and structures that support inclusion. We explore specific topics such as the positionalities and mindsets of inclusive mentors, values, and intentions, the power of formal and informal mentorship structures, and the critical role of constellation mentorship. We highlight recommended practices for mentoring diverse learners through three case examples that collectively span the undergraduate, graduate, and pre‐professional levels. These case examples draw upon the rich experiences of co‐authors who have mentored a number of students and trainees, won mentorship awards, successfully founded and led mentorship programs, and studied effective mentorship practices. This topic fills an important gap in the literature, by addressing and providing evidence‐based practices that support inclusive mentorship. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of New Directions for Teaching & Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Sep2023
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