Faculty Mentoring

Harvard University is currently assessing existing and new models for mentoring junior faculty. The goal is for all Schools to adopt one or more of these models for their non-tenured faculty. The articles listed below provide a starting point for discussions on mentoring.

• Boyce, M., Cebe P., Gibson L., et al (2006) Mentoring Booklet, Massachusetts Institute of Technology. MIT excerpted certain portions of an earlier brochure prepared by a group of women faculty in 1991. The booklet outlines the qualities of a good mentor, and coaches young faculty on how to look for direction when it comes to research, publishing, teaching, and other areas of professional development. Read the booklet here.
• Quinlan, K.M. (1991) Enhancing mentoring and networking of junior academic women: what, why, and how? Journal of Higher Education Policy and Management, 21(1), 31-42. Reviews mentoring concepts and issues with a particular emphasis on women.
• Sands, R.G. Parson, L.A. and Duane, J. (1991) Faculty mentoring faculty in a public university. Journal of Higher Education, 62(2), 174-193. Sands and colleagues review the various definitions of mentor and mentoring, describe critical contributions and ideal types of mentors, and explain how mentoring is typically mutually negotiated.
• Stanley, C.A. and Lincoln, Y.S. (2005) Cross-race faculty mentoring. Change, 37(2), 44-50. Cross-race faculty mentoring success occurs when mentoring is characterized by trust, honesty, a willingness to learn about self and others, and the ability to share power and privilege. Such mentoring may require expression of views that both mentor and protégé may hold, but that the protégé of color may be afraid to raise in public meetings, due to possible recrimination in future personnel decisions. Mentors in these cases need to be strong allies in diversity.
• Thomas, D.A. (2001) The truth about mentoring minorities: Race matters. Harvard Business Review, April. Harvard Business Professor David Thomas discusses the use of "protective hesitation" in his work. When white mentors employ this behavior, they do not provide their protégés of color with critical feedback for fear of appearing racist or insensitive. Protective hesitation occurs with protégés when they choose not to discuss difficult, race-related issues. The key is to keep discussions as open and respectful as possible.
• Yale Women Faculty Forum A good mentoring program will include two dimensions. Mentees will learn how to deepen their understanding of a topic, participate in scholarly dialogues, etc. It will also teach young faculty members how to negotiate the university system. Read the full summary of the discussions here.