Advertisement

Black Women’s Co-Mentoring Relationships as Resistance to Marginalization at a PWI

  • Andrea N. Baldwin
  • Raven Johnson
Chapter

Abstract

In this chapter Baldwin and Johnson argue that co-mentoring, which they define as a type of non-hierarchal partnership, is a successful strategy that black women at predominantly white institutions (PWIs) can utilize to resist marginalization. As they recount their own personal experiences in and outside of the academy dealing with microaggressions and exclusion, they underscore the influence of critical race theory, and black and transnational feminist theorizing in their journey toward this more egalitarian style of mentorship. In sharing their experiences and approaches to co-mentoring, Baldwin and Johnson provide methods for how black women at PWIs can benefit by developing similar relationships through authentic conversations. One of the main benefits, they posit, is the creation of counterspaces that lead to mutual empowerment.

References

  1. Alexander, M. J., & Mohanty, C. T. (2010). Cartographies of knowledge and power: Transnational feminism as radical praxis. In A. Lock Swarr & R. Nagar (Eds.), Critical transformational feminist praxis (pp. 23–45). Albany, NY: State University of New York Press.Google Scholar
  2. Collins, P. H. (1986). Learning from the outsider within: The sociological significance of Black feminist thought. Social Problems, 33(6), s14–s32.CrossRefGoogle Scholar
  3. Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). New York: Routledge.Google Scholar
  4. Cooke, N. A. (2014). Pushing back from the table: Fighting to maintain my voice as a pre-tenure minority female in the white academy. Polymath: An Interdisciplinary Arts and Science Journal, 4(2), 39–49.Google Scholar
  5. Deere, C. D., & Antrobus, P. (1990). In the shadows of the sun: Caribbean development alternatives and U.S. policy. Boulder, CO: Westview Press.Google Scholar
  6. Ellis, P. (2003). Women, gender and development in the Caribbean: Reflections and projections. Kingston, JA: Ian Randle Press.Google Scholar
  7. Fries-Britt, S., & Kelly, B. T. (2005). Retaining each other: Narratives of two African American women in the academy. The Urban Review, 37(3), 221–242.CrossRefGoogle Scholar
  8. Griffin, K. A., & Reddick, R. J. (2011). Surveillance and sacrifice: Gender differences in the mentoring patterns of Black professors at predominantly white research universities. American Educational Research Journal, 48(5), 1032–1057.CrossRefGoogle Scholar
  9. Harley, D. A. (2008). Maids of academe: African American women faculty at predominately white institutions. Journal of African American Studies, 12, 19–36.CrossRefGoogle Scholar
  10. Holmes, S. L., Land, L. D., & Hinton-Hudson, V. D. (2007). Race still matters: Considerations for mentoring Black women in academe. Negro Educational Review, 58(1–2), 105–129.Google Scholar
  11. hooks, b. (1989). Talking back: Thinking feminist, thinking Black. Boston, MA: South End Press.Google Scholar
  12. Kabeer, N. (2003). Gender mainstreaming in poverty eradication and the millennium development goals: A handbook for policy-makers and other stakeholders. London: Commonwealth Secretariat.CrossRefGoogle Scholar
  13. Kingkade, T. (2014). 9 Reasons why being an adjunct faculty member is terrible. The Huffington Post. Retrieved from http://www.huffingtonpost.com/tyler-kingkade/
  14. Lock Swarr, A., & Nagar, R. (2010). Introduction: Theorizing transnational feminist praxis. In A. Lock Swarr & R. Nagar (Eds.), Critical transnational feminist praxis (pp. 1–20). New York: SUNY Press.Google Scholar
  15. Lorde, A. (1984). Sister outsider. New York: Random House Inc.Google Scholar
  16. McGuire, G. M., & Reger, J. (2003). Feminist co-mentoring: A model for academic professional development. NWSA Journal, 15, 54–72.CrossRefGoogle Scholar
  17. Melville, J. A. (2002, November). The impact of structural adjustment on the poor. Paper presented at the Eastern Caribbean Central Bank seventh annual development conference, Basseterre, St. Kitts and Nevis.Google Scholar
  18. Mindry, D. (2001). Nongovernmental organizations, ‘grassroots,’ and the politics of virtue. Signs, 26(4), 1187–1211.CrossRefGoogle Scholar
  19. Perlow, O. N., Bethea, S. L., & Wheeler, D. I. (2014). Dismantling the master’s house: Black women faculty challenging white privilege/supremacy in the college classroom. Understanding & Dismantling Privilege, IV(2), 242–259.Google Scholar
  20. Pittman, C. T. (2010). Race and gender oppression in the classroom: The experiences of women faculty of color with White male students. Teaching Sociology, 38(3), 183–196.CrossRefGoogle Scholar
  21. Simmonds, F. N. (1992). Difference, power and knowledge: Black women in academia. In H. Hinds, A. Phoenix, & J. Stacey (Eds.), Working out: New directions for women’s studies (pp. 51–60). London: RoutledgeFalmer.Google Scholar
  22. Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education, 69(1-2), 60–73.Google Scholar
  23. Sue, D. W. (2004). Whiteness and ethnocentric monoculturalism: Making the “invisible” visible. American Psychologist, 59, 759–769.CrossRefGoogle Scholar
  24. Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., et al. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286.Google Scholar
  25. The Combahee River Collective. (1982). A Black feminist statement. In G. T. Hull, P. B. Scott, & B. Smith (Eds.), All the women are white, all the Blacks are men, but some of us are brave (pp. 13–22). New York: The Feminist Press.Google Scholar
  26. Trinidad, A. (2014). The becoming of a pinay scholar sarrior of aloha: A critical autoethnography of teaching, mentoring, and researching for social change. Polymath: An Interdisciplinary Arts and Science Journal, 4(2), 17–38.Google Scholar
  27. Turner, C. S. V., Gonzalez, J. C., & Wood, J. L. (2008). Faculty of color in academe: What 20 years of literature tells us. Journal of Diversity in Higher Education, 1(3), 139–168.CrossRefGoogle Scholar
  28. Watkins, N. L., LaBarrie, T. L., & Appio, L. M. (2010). Black undergraduates’ experience with perceived racial microaggressions in predominately white colleges and universities. In D. W. Sue (Ed.), Microaggressions and marginality: Manifestation, dynamics, and impact (pp. 25–58). New York: Wiley.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Andrea N. Baldwin
    • 1
  • Raven Johnson
    • 2
  1. 1.Gender and Women’s Studies, Africana Studies ProgramConnecticut CollegeNew LondonUSA
  2. 2.Department of EnglishBirmingham City SchoolsBirminghamUSA

Personalised recommendations