Black Faculty Tug-of-War Between Extra Labor and the Sense of Responsibility to Serve

• In Event: An Examination of Racialized Experiences in Faculty Life

Abstract

This qualitative study, using interviews and focus groups, explores the mentor-mentee relationship with Black engineering and computing faculty and Black doctoral students. Our study focused on the perspective of the mentor. Griffin’s (2012) study shaped our methodical approach to examine how 37 Black faculty mentor Black students. Institutional racism is the theoretical framework that assisted in unpacking the systematic racialized nature of engineering and computing departments. Findings reveal that Black faculty project mentoring behaviors that are influenced by previous doctoral experiences, as mentees themselves. Black faculty demonstrated a sense of responsibility to mentor Black students by socializing them to navigate the racialized terrain of the doctoral process. Implications to support Black faculty are discussed.

Authors

• Monica L Ridgeway, Vanderbilt University - Peabody College

• Dara Elizabeth Naphan, Vanderbilt University - Peabody College

• Portia Kwartema Botchway, Vanderbilt University - Peabody College

• Devin Thomas White, Vanderbilt University

• Ebony Omotola McGee, Vanderbilt Peabody College