Year: 2025
Type: article
Abstract: Underrepresented minority (URM) faculty in higher education institutions often lack equal access to mentoring which contributes to high turnover rates. Even with equal access for all faculty, existing mentoring structures may not adequately address the unique needs of URM faculty across the career-span. We developed a Multi-Stage Mentoring Framework which utilizes a network of mentors to attend to the instrumental and psychosocial needs of faculty at every career stage. We evaluated how well existing mentoring programs at one university fit into the framework. Using both quantitative and qualitative responses, we determined that this constellation of institutional mentoring programs cumulatively provide opportunities for both instrumental and psychosocial formal mentoring support for faculty who span the early through late career stages.
Source: ADVANCE Journal
Institutions: Loyola University Chicago, Emory University
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4413208596