Rethinking Mentorship: Femtorship for the Continued Support of In-Service Teachers of Color

• In Event: You Are Not Alone: Mentoring Practices and Priorities

Abstract

In this conceptual paper we dive into literature on femtorship as a way to prepare in-service teachers of Color with 3 years or more of experience as an effort to build a community that supports the holistic development of a critical educator’s personal and professional goals. Our analytical lens is guided through critical feminist epistemology (Delgado Bernal, 1998), dialogical education (Freire, 1970), and critical professional development (Kohli et al., 2015). Findings from our literature review reveal how femtorship has been used as a means to disrupt traditional hierarchical and patriarchal mentoring ideologies and has been used as a tool to support in-service teachers of Color engage in holistic care and community building.

Authors

• Izamar del Rosario Ortiz-González, University of California - Davis

• Andrea Carreno Cortez, University of Washington

• Lesly Monsalve, Corona Norco Unified School District