Black Women Scholars in Academia: Mentorship and Microinvalidation

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Author(s): Shalander Samuels (Kean University, USA)and Amanda Wilkerson (University of Central Florida, USA)
Copyright: 2022
Pages: 20
Source title: Teacher Reflections on Transitioning From K-12 to Higher Education Classrooms
Source Author(s)/Editor(s): Amy D. Broemmel (The University of Tennessee, Knoxville, USA)and Nora Vines (The University of Tennessee, Knoxville, USA)
DOI: 10.4018/978-1-6684-3460-4.ch012

Keywords: Business & Management / Information Science Reference / Professional Development / Teacher Education

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Abstract

Education emphasizes the importance of mentorship in K-20 spaces, concerning the success of instructional scholars. In one regard, when mentorship is disaggregated by race, White scholars are often privileged to receive consistent, organized mentorship to professionally maneuver through instructional pipelines. In another regard, Black scholars, specifically Black women scholars, do not receive the same level of mentorship support as their White counterparts. The notion that approaches to mentorship can differ based on race and or gender can become a destructive form of microinvalidation. This narrative centers Black female scholars' journeys regarding their ethnographic mentoring experiences. Thus, the authors of this work define and describe mentoring using microinvalidation as a conceptual lens to frame their experiences. Further, recommendations are provided for mentoring frameworks that might encourage the academy to reimagine mentoring processes for Black female instructional scholars.

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Black Women Scholars in Academia: Mentorship and Microinvalidation

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