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The Duality of Women Scholars of Color: Transforming and Being Transformed in the Academy
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Dieser Artikel gilt, aufgrund seiner Grösse, beim Versand als 2 Artikel!
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| A volume in Research on Women and Education (RWE)
Series EditorsBeverly Irby, Sam Houston State University
and Janice Koch, Hofstra University
The seven chapters address long-standing concerns from first-hand perspectives regarding women of color
faculty in the academy, the marginalization of women of color scholars in the academy and the benefits of
mentoring support. Discussion of such are threaded throughout this book. Mentoring has been a practice of
leadership since Greek times, and research has documented the advantages of mentoring. Aligned with the
authors espoused mentoring perspectives in this book, is the coined concept of "synergistic mentoring"
Accordingly, "Synergistic mentoring is defined as a mentor and mentee working together collaboratively to
(a) generate a greater good for both, (b) integrate diverse perspectives into the context, and (c) construct together an otherwise unattainable goal
attempted independently.
The authors of this book seek to enlighten, dynamic and critical discussions by and about women of color in the academy. Conceivably the most
intriguing part of each chapter is the methodological approaches used to address race, gender, and social justice in the academy. Qualitative methods
dominate the chapters with effective use of personal narratives and the lived experiences of the participants. The voices of those often ignored or
forgotten are examined building on the legacy of women of color in the academy who paved the way for this generation and future scholars of color.
Moreover, the chapters presented herein challenge assumptions, perspectives and beliefs about the significance of women of color scholars in the
academy. They are provocative and provide direction for future research that advance knowledge and understanding for a better society based on social
justice, equity and equal opportunity. They also give voice to both the shared diverse and common
experiences of this group of women scholars of color and provide useful guidance and new perspectives
on transforming the world's academics into more inclusive and equitable environments around the
globe (Thomas & Hollenshead, 2001). Ultimately, outcomes from these collections of scholarly
discourse, may have important implications for effective policy and program practice that raise
important questions about institutional commitments that advocate for the advancement of women of
color in the academy. |
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i.d.R. innert 7-14 Tagen versandfertig
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