Colorblind Mentoring? Exploring White Faculty Mentoring of Students of Color
Document Type
Article
Abstract
In this critical multisite case study we examined the concept of colorblind mentoring. Using Bonilla-Silva's Colorblind Racism Frames, we sought to understand White faculty members' perspectives on their mentoring of Students of Color. The findings revealed that White faculty members often engage with students from a "colorblind perspective." Their use of race-neutral, colorblind language (avoiding racial terms but implying them) allowed White faculty members to describe their students as academically inferior, less prepared, and less interested in pursuing research and graduate studies while potentially ignoring structural causes. Faculty perceptions of students may influence the way Students of Color perceive their academic abilities and potential to achieve success in STEM disciplines and in graduate education.
Digital Object Identifier (DOI)
Publication Info
Published in Journal of Diversity in Higher Education, Volume 8, Issue 4, 2015, pages 225-242.
Rights
© 2015 National Association of Diversity Officers in Higher Education
APA Citation
McCoy, D. L., Winkle-Wagner, R., & Luedke, C. L. (2015). Colorblind mentoring? Exploring white faculty mentoring of students of color. Journal of Diversity in Higher Education, 8(4), 225–242.https://doi.org/10.1037/a0038676