Mentoring for Faculty Engagement from a Socially and Culturally Situated Perspective

  • Jose W. LalasEmail author


Faculty Mentoring facilitates success and can also be rewarding for both the mentor and the mentee as they engage in scholarly activities. Mentoring is a lifelong process, because as faculty interacts in various activities, they have the opportunity to work across different fields with others from diverse ethnicities, and in different contexts. This involves understanding of one’s identity, examination of the effects of inequitable treatment on traditionally marginalized people, and deep understanding of how a person’s unique worldview can enrich the exploration of academic and social endeavors. Mentoring for faculty engagement and successful career development carried out from a socially and culturally situated perspective becomes a transformative tool for a successful career development and social change.


Mentoring Social capital Critical race theory Transformative mentoring 


  1. Bennett, C. (2004). Research on racial issues in American higher education. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education. San Francisco, CA: Jossey-Bass.Google Scholar
  2. Borders, L., Young, J. S., Wester, K., Murray, C., Villalba, J., Lewis, T., & Mobley, A. K. (2011). Mentoring promotion/tenure-seeking faculty: Principles of good practice within a counselor education program. Counselor Education & Supervision, 50, 171–188.CrossRefGoogle Scholar
  3. Bourdieu, P. (1983). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Westport, CT: Greenwood Press.Google Scholar
  4. Bourdieu, P., & Passeron, J. (1990). Reproduction in education, society and culture (R. Nice, Trans.). London: Sage Publications.Google Scholar
  5. Coleman, J. S. (1990). Foundations of social theory. Cambridge, MA: The Belknap Press of Harvard University Press.Google Scholar
  6. Cooper, K. S. (2014). Eliciting engagement in the high school classroom: A mixed methods examination of teaching practices. American Educational Research Association, 51(2), 363–402.CrossRefGoogle Scholar
  7. Cowin, K. M., Cohen, L. M., Ciechanowski, K. M., & Orozco, R. A. (2011/2012). Portraits of mentor-junior faculty relationships: From power dynamics to collaboration. Journal of Education, 192(1), 37–47.Google Scholar
  8. Darling-Hammond, L., French, J., & Garcia-Lopez, S. (2002). Learning to teach for social justice. New York: Teachers College Press.Google Scholar
  9. Delgado, D., & Stefancic, J. (2001). Critical race theory: An introduction. New York: New York University Press.Google Scholar
  10. Erikson, E. H. (1968). Identity: Youth and crisis. New York, NY: W. W. Norton & Company.Google Scholar
  11. Grenfell, M. (2008). Pierre Bourdieu key concepts. Durham, UK: Acumen Publishing Limited.Google Scholar
  12. Harris, C. (1993). Whiteness as property. Harvard Law Review, 106, 1707–1791.CrossRefGoogle Scholar
  13. Howard, T. (2008). Who really cares? The disenfranchisement of African American males in PreK-12 schools: A critical race theory perspective. Teachers College Record, 110, 954–985.Google Scholar
  14. Howard, T. (2010). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms. Teachers College Press.Google Scholar
  15. Kincheloe, J. L., Steinberg, S. R., Rodriguez, N. M., & Chennault, R. E. (1998). White reign: Deploying whiteness in America. New York: St. Martin’s Griffin.Google Scholar
  16. Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, IL: Scott, Foresman.Google Scholar
  17. Ladson-Billings, G. (2004). New directions in multicultural education: Complexities, boundaries, and critical race theory. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education. San Francisco, CA: Jossey-Bass.Google Scholar
  18. Ladson-Billings, G., & Tate, W. F, IV. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.Google Scholar
  19. Leonardo, Z., & Grubb, W. N. (2014). Education and racism: A primer on issues and dilemmas. New York: Routledge.Google Scholar
  20. Marshall, C., & Oliva, M. (2010). Leadership for social justice: Making revolutions in education. New York, NY: Allyn & Bacon.Google Scholar
  21. Moody, J. (2004). Faculty diversity: Problems and solutions. New York: RoutledgeFalmer.CrossRefGoogle Scholar
  22. Mullen, C., & Hutinger, J. (2008). At the tipping point: Role of formal faculty mentoring in changing university research cultures. Journal of In-service Education, 34, 181–204.Google Scholar
  23. Pugno, M., & Verme, P. (2012). Life satisfaction, social capital, and the bonding-bridging nexus. Policy Research Working Paper 5945, The World Bank Middle East and North Africa Region Economic Policy, Poverty and Gender Unit.Google Scholar
  24. Putnam, R. D. (2000). Bowling alone: the collapse of America’s social capital. New York: Simon and Shuster.CrossRefGoogle Scholar
  25. Solórzano, D. G., & Yosso, T. (2001). Critical race and LatCrit theory and method: counter-storytelling Chicana and Chicano gradúate school experience. Qualitative Studies in Education, 14(4), 471–495.CrossRefGoogle Scholar
  26. Stoll, L. C. (2013). Race and gender in the classroom: Teachers, privilege, and enduring social inequalities. New York: Lexington Books.Google Scholar
  27. Swartz, D. (1997). Culture and power: The sociology of Pierre Bourdieu. Chicago: The University of Chicago Press.Google Scholar
  28. Trepagnier, B. (2010). Silent racism: How well-meaning White people perpetuate the racial divide. Boulder, CO: Paradigm Publishers.Google Scholar
  29. Turner, J. C., Christensen, A., Kackar-Cam, H. Z., Trucano, M., & Fulmer, S. M. (2014). Enhancing students’ engagement: Report of a 3-year intervention with middle school teachers. American Educational Research Association, 51(6), 1195–1226.CrossRefGoogle Scholar
  30. Winkle-Wagner, R. (2010). Cultural capital: The promises and pitfalls in educational research. ASHE Higher Education Report, 36(1), 1–144.CrossRefGoogle Scholar
  31. Zafar, M. A., Roberts, K. W., & Behar-Horenstein, L. S. (2012). Mentoring perceptions and experiences of culturally diverse tenure-accruing faculty. Florida Journal of Educational Administration and Policy, 5(2), 58–67.Google Scholar
  32. Zambrana, R., Ray, R., Espino, M., Castro, C., Cohen, B., & Eliason, J. (2015). “Don’t leave us behind”: The importance of mentoring for underrepresented minority faculty. American Educational Research Journal, 52(1), 40–72.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.School of EducationUniversity of RedlandsRedlandsUSA

Personalised recommendations