Mentoring in Higher Education: Perspectives of Underrepresented Minority Nursing Faculty.
Background: Nursing faculty from underrepresented minority (URM) backgrounds face substantial challenges that impact their success and retention in academia. The lack of guidance provided to new URM nursing faculty means they often navigate circumstances that many describe as adversarial in academia...
| Publicado en: | ABNFF Journal Vol. 1; no. 3; pp. 23 - 41 |
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| Autores principales: | , , , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Association of Black Nursing Faculty Foundation
Dec2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194770942&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194770942 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 30649927 N7JH jtl: ABNFF Journal issn: 30649927 maglogo: N pubinfo: dt: Dec2025 vid: 1 iid: 3 pid: 71817 pub: Association of Black Nursing Faculty Foundation place: Frederick, Maryland artinfo: ui: 194770942 194770942 194770942 194770942 ppf: 23 ppct: 18 formats: fmt: @attributes: type: P tig: atl: Mentoring in Higher Education: Perspectives of Underrepresented Minority Nursing Faculty. aug: au: McCoy, Katryna Okoro, Florence Ugorji, Julia U. Akanegbu, Christiana Alexander, Karen E. Calvert, Wilma J. Mathews, Nisha McCamey, Danielle Iheduru-Anderson, Kechinyere C. Webber-Ritchey, Kashica J. sug: subj: Faculty, Nursing Psychosocial Factors Women Psychosocial Factors Mentorship Education, Masters Minority Groups Faculty Attitudes Faculty Role United States Human Female Ethnographic Research Secondary Analysis Convenience Sample South Asian Americans African Americans Intersectionality Feminist Critique Critical Race Theory Thematic Analysis Equality Professional Development Self-Advocacy Empathy Personal Values Spirituality Cultural Competence Female ab: Background: Nursing faculty from underrepresented minority (URM) backgrounds face substantial challenges that impact their success and retention in academia. The lack of guidance provided to new URM nursing faculty means they often navigate circumstances that many describe as adversarial in academia. Methods: Collaborative autoethnographic methods were used to explore the lived experiences of 11 URM women nursing faculty who serve as mentors to other URM faculty in academic settings. This study is grounded in feminist critical frameworks, particularly Black feminist thought and intersectionality, which center lived experience, relationality, and resistance to structural oppression. Critical Race Theory further informs the analysis by highlighting how racism and systemic inequities shape mentoring practices in higher education. Results: Findings from reflective narratives emphasize mentorship as a culturally responsive, identity-driven, and values-based practice that not only facilitates individual career advancement, it also fosters institutional transformation. Conclusions: By centering the voices of URM nursing faculty, this research presents a compelling vision for inclusive academic environments where mentorship serves as a foundation for professional growth, retention, and leadership cultivation among URM nursing faculty. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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