The Role of Mentoring in the Success of Women Leaders of Color in Higher Education

While numerous scholars have investigated the role of mentoring in the success of women of color in faculty positions, few have examined how mentoring affects the development of women leaders of color in higher education. Using qualitative data gathered from interviews with women leaders of color at Hispanic-serving institution, this study presents findings from cross-case studies to provide insights into perceptions of mentoring and various types of mentorship across the different levels within the organization. Supported by the empirical data, this paper challenges traditional notions of mentoring and advocates for a more critical approach to mentoring to reflect the multidimensionality of the mentoring process and explores how mentoring can be used as a strategy to facilitate institutional change.     

Biculturalism—Outsiders Within: The Career Development Experiences of Black Human Resource Developers

Consistent with the career development issues that black* people encounter, it is likely that black human resource developers face unique career development issues versus human resource developers in general. However, an exhaustive search did not find research that has focused specifically on the career development process of black human resource development professionals. Therefore, the purpose of this study was to describe the career experiences of black human resource developers. A qualitative study was conducted of 10 black human resource developers. Interviewing was the primary data collection method and the data were analyzed using the constant comparative method. The results of this study indicate that the respondents experienced similar career challenges to other black workers. Based on the results, we posit that because of racial prejudice and discrimination, black human resource developers serve as outsiders within traditional work organizations and become skilled at using bicultural strategies for managing various aspects of their lives.     

How an Evolution View of Workplace Mentoring Relationships Helps Avoid Negative Experiences: The Developmental Relationship Mentoring Model in Action

In this paper, we explore how the use of a specific mentoring model focusing on the evolution of the relationship between mentor and mentee, may influence the incidence of failure. In our research we employed a case study methodology to examine a regional public service mentoring scheme in the UK where a developmental relationship mentoring model had been developed and used to guide practice. Findings indicated toxicity and negative outcomes may be positively influenced by mentor motivation and emotional intelligence, and can be avoided when there is awareness of how relationships develop and evolve. For example, the use of contracting in the early stages can limit the mismatched expectations that provoke disappointment, but equally mentor actions at other stages play key roles in reducing potential failure. Our study has implications for the enhancement of mentor training and scheme coordination as well as contributing to the understanding of negative mentoring relationships.     

托尼·莫里森《爱》中黑人女性形象分析

托尼·莫里森在其新作（（爱））中刻画了两个性格、命运完全不同的黑人女性：梅和朱尼尔。通过女权主义的方法,分析这两个黑人女性形象,并以此为切入点探讨托尼·莫里森创作中的女权主义倾向．     

蓝调叙事——以《爱与烦恼:黑人妇女故事》为例

作为黑人女性代表作家,艾丽丝·沃克受到了黑人音乐,尤其是黑人音乐代表形式——蓝调对其创作的影响。她的短篇小说集《爱与烦恼:黑人妇女故事》在叙事上糅合了蓝调"对唱"、"重复"、"开放的结尾"的创作特征。蓝调创作特征的运用使沃克的小说叙事有节奏感,强烈地渲染气氛,意犹未尽、发人深省。     

Young,Depressed, and Black: A Comparative Exploration of Depressive Symptomatology Among Black and White Collegiate Women

This comparative study explored the rates of depression and psychosocial correlates for 369 collegiate White and Black females. Women between the ages of 18 and 25 were recruited to participate in this anonymous online survey. Black females reported significantly greater amounts of depressive symptomatology (M = 24.61) in comparison to the White females (M = 15.68), (F (1,377) = 61.434, p < .001). A series of Chi-square analyses indicated that Black women (52.3%) were also significantly more likely to meet criteria for major depression than White women (21.7%). These findings highlight the racial disparities in psychosocial health among college students.     

Teaching Against the Grain as an Act of Love: Disrupting White Eurocentric Masculinist Frameworks Within Teacher Education

What is radical love in teaching? How can radical love incite change and transformation within teacher education? What does radical love entail to prepare critically minded teachers for urban schools? In this conceptual paper, we respond to these questions through our individual and collective experiences as social justice oriented teacher educators preparing students to teach in urban schools. We engage with our womanist ways of knowing (Walker in In search of our mothers’ gardens: womanist prose, Houghton Mifflin Harcourt, Boston, 2004) and “theory in flesh” (Moraga and Anzaldúa in This bridge called my back: writings by radical women of color, 2nd edn, Kitchen Table/Women of Color Press, New York, 1983) to collaboratively reflect and analyze our conversations, reflective journaling, meetings, and other telling moments about what it means to practice radical love in teaching. More specifically, we identify three central concepts of what love as an act of resistance or teaching against the grain entails: (1) vulnerability, (2) collective support and healing, and (3) critique. Through these concepts we offer a framework from which to practice radical love in teaching and work in solidarity with others to transform oppressive systems in urban (teacher) education.     

Mentoring of Women Faculty: The Role of Organizational Politics and Culture

This article reports on a key finding of a phenomenological study on the mentoring experiences of women faculty. The study revealed the political climate of the organization as an essential attribute of this experience. Women faculty identified organizational culture and gender issues that affected the mentoring they received. This study suggests the need for human resource and organization development initiatives to facilitate the provision of academic mentoring for women faculty—individually, departmentally, and culturally—as a means to foster transformation and change in academic institutions.Sharon K. Gibson is an Assistant Professor of organization learning and development at the University of St. Thomas. She received her Ph.D. in adult education from the University of Minnesota. She holds an M.S.W. degree and graduate certificate in labor and industrial relations from the University of Michigan and a B.S. from Cornell University. Her research interests focus on developmental relationships including mentoring and coaching, strategic human resource and organization development, and adult learning.     

Women in Illusion： An Analysis of Women Characters in The Glass Menagerie

The paper tries to analyze women characters in Tennessee Williams' Drama The Glass Menagerie.Laura and Amanda,the daughter and the mother,represent the delicate and fragile southern female images.They both feel desper-ate about the reality and retreat to their own world of illusions.Laura,because of her crippled body,cannot face the or-dinary problems of life and withdraws into the world of glass animals.Amanda Wingfield is unable to face the harsh struggle for survival,constantly retreats to her past memories.     

Legacies in Black and White: The Racial Composition of the Legacy Pool

Selective universities regularly employ policies that favor children of alumni (known as legacies) in undergraduate admissions. Since alumni from selective colleges and universities historically have been disproportionately white, admissions policies that favor legacies have disproportionately benefited white students. For this reason, legacy policies lead to additional costs in terms of reductions in racial diversity. As larger numbers of minority students graduate from colleges and universities and have children, however, the potential pool of legacy applicants will change markedly in racial composition. This analysis begins with a review of the history and objectives of the preference for children of alumni in undergraduate admissions. We then consider the specific case of the University of Virginia and employ demographic techniques to predict the racial composition of the pool of potential legacy applicants to the university. Significant changes in the racial composition of classes that graduated from the University of Virginia from the late 1960s through the 1970s foreshadow similar changes in the characteristics of alumni children maturing through the next two decades.     

Relational-cultural Theory as a Framework for Mentoring in Academia: Toward Diversity and Growth-fostering Collaborative Scholarly Relationships

Mentoring in academia that encourages collaboration and interpersonal relationships is important in helping newer faculty members attain success. Developing such programs is challenging within our prevailing academic context that rewards competition and individually delineated success. We propose that Relational Cultural Theory, a feminist approach to healthy psychological growth, developed by Jean Baker Miller and colleagues at the Stone Center at Wellesley College, is an appropriate framework to guide effective mentoring programs, with a particular focus on cross-cultural mentoring of protégés in academia who are women and/or of color. We suggest the traditionally individual-oriented definition of success in academia could be modified toward more emphasis on collaboration, recognizing, and celebrating the rich diversity within academia. This emphasis can strengthen organizations by increasing and embracing diversity, adding to the richness of ideas and approaches to societal problems. Mentoring is defined through an expanded view that recognizes healthy collaboration as an indicator of success in academia.     

科技与旅游关系:一个分析框架

科技进步促进了旅游发展,旅游发展同样促进了科技进步,科技与旅游关系十分密切,科技与旅游融合形成旅游科技和科技旅游。通过分析科技与"旅游三要素"、科技与"旅游六要素"关系以及旅游发展与科技进步相互影响框架,力图为促进旅游科技和科技旅游发展提供重要思路。     

黑白色在服装设计中的运用

黑白色作为基本的服装色彩,以其独特魅力占据世界服装流行舞台。通过分析黑白色在当前服装设计中的运用,探讨了如何将黑白色的流行因素、审美意识、色彩情感和黑白面料图案运用在服装设计中,以促进服装设计和服装产业的蓬勃发展,更好地满足人们日益增长的服装审美情趣和追求时尚服装的欲望感。     

留学生管理工作探析——基于贵阳职业技术学院来华留学生事务管理

随着经济全球化发展,特别是中国"一带一路"建设,中国企业开始"走出去"。高职教育的国际化办学也呈现"引进来"和"走出去"并重态势。高职院校为留学生提供了一个新的选择,中国特色高职教育模式受到发展中国家欢迎。与此同时,留学生管理工作的特殊性对各招生院校也提出了新要求。     

浅析《王子与贫儿》中的黑色幽默

《王子与贫儿》是19世纪后期美国现实主义作家马克·吐温的代表作。这篇小说在揭露英国封建社会对劳动群众的残酷镇压的同时,也影射了19世纪的美国资本主义社会对人民的压迫。马克·吐温在小说中使用了各种手法,制造出了令人捧腹的幽默效果,并由此阐发出深刻的主题思想。笔者认为此作品中的幽默带有"黑色幽默"的因子,并试图以此为视角对该作品进行进一步的解读。     

How Assigned Faculty Mentors View their Mentoring Relationships: An Interview Study of Mentors in Medical Education

This qualitative study of 29 physician mentors reports their perspectives on mentoring medical students in a well‐respected medical school’s formal, assigned, longitudinal mentoring program that has a curricular component in the second year. Using a phenomenologic inductive approach, common themes identified centered on mentors’ relationships with their students and the characteristics of the relationships. Most mentors said their relationships solidified in the second year, where curricular responsibilities included teaching and evaluation. Mentors saw their roles change, yet relationships continued to develop as mentees advanced through medical school. They were surprised when students sought contact, support, and advice in years three and four of their programs. Mentors worried whether they “did enough” for their students, yet described their experiences and relationships as rewarding. Mentors subsequently found satisfaction in the continuing relationship during the clinical training years. The researchers note the importance of the curricular component for providing a purpose and structure for relationship development and in facilitating relationship development in this assigned mentoring program.     

Faculty and Student Perceptions of Dual Relationships Within Counselor Education: A Qualitative Analysis

The authors undertook this study to identify how counselor education faculty and students determine the ethical appropriateness of dilemmas portraying dual relationships in friendships, mentoring, monetary interactions, and romantic‐sexual relationships. Faculty and student perceptions of scenarios that depict dual relationships between faculty and students were assessed and analyzed using qualitative methods. Results suggest that, unlike most students, faculty trust the ability of counselor educators to maintain objectivity and avoid student exploitation even sometimes while engaged in dual‐role relationships. Furthermore, faculty may be unaware of students' concerns regarding the fairness of such relationships and the impact they have on the student body.