The Dreams, Possibilities, and Necessity of Identity-Informed Mentoring to Support Teacher Educator Acculturation

• In Event: Toward Justice: Centering Identities, Positionalities, and Community Knowledges in Teacher Educators' Work and Learning

Abstract

The identities and experiences teacher educators of color bring from K-12 classrooms may be undervalued as they transition to the academy. Strong mentors can minimize isolation, facilitate socialization into higher education, and promote career sustainability for these faculty.  Using funds of knowledge and Community Cultural Wealth frameworks, this 5-year study examines an identity-informed mentoring relationship between two Asian-American, female faculty members to highlight ways in which this support can mitigate the marginality faculty of color may experience in academia. Through asset-based framing, the study highlights how shared identities can play a critical role in developing, sustaining and expanding mentoring relationships. When combined with shared values and commitments, identity-informed mentoring can strengthen the work of and provide supports for all involved.

Authors

• Betina Hsieh, California State University - Long Beach

• Huong Tran Nguyen, California State University - Long Beach