Liminalities: A Journal of Performance Studies
When we think about our relationship with our mentors while attending undergraduate and graduate programs, our mentors served as advisers who guided us in the academy. However, the mentoring relationship does not end with the formal relationship between teacher and student; it continues in and goes beyond the varying realms of apprenticeship and the formal processes of entering the academy in the relationship between junior and senior faculty. While important to all incoming new temporary or full-time assistant professors, mentoring is particularly vital for minority professors who are underrepresented in higher education at large and the university context in particular. Generated from the 2011 Western States Communication Association (WSCA) conference panel, six junior and senior faculty members share in this collection of essays how they have come to understand what mentoring means for them and others in the academy, as well as offer pedagogical suggestions in the future.
academy, community, faculty, mentoring, performative
Hao, Richie Neil; Alexander, Bryant Keith; Calafell, Bernadette Marie; Willink, Kate; Kilgard, Amy; and Warren, John T., "Building Community in the Academy through Mentoring: Reflections and Directions" (2012). Critical Race and Ethnic Studies Faculty Scholarship. 3.
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