Mentoring Experiences of Faculty of Color in Communication Sciences and Disorders

• Published in: Perspectives of the ASHA Special Interest Groups Vol. 8; no. 4; pp. 712 - 728
• Main Authors: Muñoz, Maria L, Horton, RaMonda, Johnson, Valerie E
• Format: Journal Article
• Language: English
• Published: American Speech-Language-Hearing Association 07.08.2023
• Subjects: Barriers; Career Development; College Faculty; Collegiality; Communication Disorders; Doctoral Students; Faculty Advisers; Faculty Development; Faculty Promotion; Interpersonal Relationship; Mentors; Minority Group Teachers; Program Effectiveness; Racial Differences; School Culture; Student Attitudes; Teacher Attitudes; Tenure; Work Environment
• DOI: 10.1044/2023_PERSP-22-00172

Purpose: The purpose of this study was to examine the experiences of faculty of color (FOC) in communication sciences and disorders (CSD) with a specific emphasis on mentoring or being mentored during doctoral training and as faculty. FOC experience a number of unique obstacles to achieve success in higher education, often as a result of engaging in predominantly white spaces at the university or broader professional levels. Mentoring is a commonly recommended strategy for the recruitment and retention of FOC; however, little is known about the mentoring experiences of FOC in CSD. Method: Sixteen FOC, primarily women in tenure-track positions, provided 46- to 60-min semistructured interviews related to their experiences in academia. Interviews were transcribed, and for the purposes of this study, comments related to mentoring were identified and coded. A narrative thematic analysis was used to generate themes and subthemes evident in the interviews. Results: Six themes emerged from the data analysis: types of mentoring, cultural dynamics of mentoring, institutional support, motivation, ineffective mentoring, and effective mentoring. While participants chose to emphasize different aspects of their experiences as FOC, the importance of mentoring was notable and there were marked similarities in their experiences with mentoring. Conclusions: The data in this study indicated that mentoring plays an important role in shaping one's career success and trajectory in the discipline and the academy. A number of conclusions and recommendations were drawn from the experiences shared by the FOC. Recommendations include creating an environment to talk about mentoring, formally developing mentoring programs, and providing support and structure to guide mentoring relationships.