Female faculty of color need mentoring opportunities that recognize, validate, and nurture their perspectives and experiences as assets--rather than liabilities--to their work. Among studies of faculty of color, there have not been specific studies focused on intragroup mentoring for Asian American female faculty. This collaborative…

Women and people of color are underrepresented in the American professoriate; although the presence of female faculty and professors of color is beneficial to the academy on various levels, these groups often face many barriers and challenges throughout the promotion and tenure process. This study was designed to examine whether race, gender, or a…

Administrators of schools of social work are paying more attention to the changing roles and types of faculty in their institutions, particularly given the surge of non-tenure-track faculty in academia. This topic is timely as social work grapples with the divergent roles, structure, and demographic characteristics of non-tenure-track faculty…

Although mentoring is a popular practice in academia, mentor-protegee relationships are, for women faculty, problematic in several areas including power dynamics and cross-gender interactions. This paper discusses mentoring among academic faculty in the context of a feminist analysis of mentor-protegee relations, and suggests a feminist mentoring…

A study was done to explore the perceptions of senior and junior faculty women regarding the barriers to success experienced early in their academic careers. The study population was drawn from a colleague pairing program at a major urban research university in the western United States and consisted of 22 junior faculty in tenure track positions…