Pushing Back Against Deficit Narratives: Mentoring as Scholars of Color

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dc.creatorTurner, Caroline S.
dc.creatorWaterman, Stephanie J.
dc.date.accessioned2020-02-17T20:10:06Z
dc.date.available2020-02-17T20:10:06Z
dc.date.issued2020
dc.description.abstractIn this article we share our lived experiences with mentoring. As tenured women professors of color, we push back against the assumption that institutions of higher education are neutral sites, that we have to change to belong, and that we do not belong. Each of us underscores the importance and value of our realities and the knowledge we generate to address inequality and to counteract negative stereotyping. We argue that rejecting deficit narratives and privileging the narratives of those we mentor and of those who have mentored us is vital to increasing faculty of color diversity, inclusion and belonging in higher education.en_US
dc.description.departmentEducationen_US
dc.identifier.issn2329-5724
dc.identifier.urihttps://hdl.handle.net/2152/80019
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/7044
dc.language.isoengen_US
dc.publisherTexas Education Reviewen_US
dc.relation.ispartofTexas Education Reviewen_US
dc.relation.ispartofseriesTexas Education Review;Vol. 8, Issue 1
dc.rights.restrictionOpenen_US
dc.subjecthigher educationen_US
dc.subjectmentoringen_US
dc.subjectdiversityen_US
dc.subjectdeficit narrativeen_US
dc.titlePushing Back Against Deficit Narratives: Mentoring as Scholars of Coloren_US
dc.typeArticleen_US

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