Résumés
Abstract
This discussion examines the mentoring experiences of Black graduate students enrolled in a Faculty of Education at a university located in western Canada between the years 2010 and 2020. The students were pursuing masters’ and doctoral degrees and were asked to reflect on the mentorship and support that they received during the course of their graduate programs. Drawing from critical and interdisciplinary perspectives about Blackness, the paper analyzes these experiences as narrated by the participants through semi-structured qualitative research interviews. Findings point to the pervasiveness of systemic racism in a culture of whiteness, along with the lack of mentorship and its impacts on the Black graduate experience. The discussion concludes with recommendations for policy and practice.
Parties annexes
Bibliography
- Anderson, E. M., & Shannon, A. L. (1988). Toward a conceptualization of mentoring. Journal of Teacher education, 39(1), 38-42. https://doi.org/10.1177/002248718803900109
- Alvarez, A. N., Blume, A. W., Cervantes, J. M., & Thomas, L. R. (2009). Tapping the wisdom tradition: Essential elements to mentoring students of color. Professional Psychology: Research and Practice, 40(2), 181-188. https://doi.org/10.1037/a0012256
- Archibald, M. M., Ambagtsheer, R. C., Casey, M. G., & Lawless, M. (2019). Using zoom video-conferencing for qualitative data collection: Perceptions and experiences of researchers and participants. International Journal of Qualitative Methods, 18. https://doi.org/10.1177/1609406919874596
- Bell, M. P., Berry, D., Leopold, J., & Nkomo, S. (2021). Making Black Lives Matter in academia: A Black feminist call for collective action against anti‐blackness in the academy. Gender, Work & Organization, 28, 39-57. doi/10.1111/gwao.12555
- Benjamin, A. (2003). The Black/Jamaican criminal: The making of ideology. (Doctoral dissertation, University of Toronto). ProQuest Dissertations. https://www.proquest.com/docview/305258209?accountid=14656&pq-origsite=summon
- Bird, S. J. (2001). Mentors, advisors and supervisors: Their role in teaching responsible research conduct. Science and Engineering Ethics, 7(4), 455-468. https://doi.org/10.1007/s11948-001-0003-0
- Brathwaite, K. S., & James, C. E. (Eds.). (1996). Educating African Canadians. James Lorimer & Company.
- Brown, D. L. (2008). African American resiliency: Examining racial socialization and social support as protective factors. Journal of Black Psychology, 34(1), 32–48. https://doi.org/10.1177/0095798407310538
- Brunsma, D. L., Embrick, D. G., & Shin, J. H. (2017). Graduate students of color: Race, racism, and mentoring in the white waters of academia. Sociology of Race and Ethnicity, 3(1), 1-13. https://doi.org/10.1177/2332649216681565
- Bunjun, B. (Ed.). (2021). Academic well-being of racialized students. Fernwood Publishing.
- Canadian Association of University Teachers (CAUT). (2018). Underrepresented & underpaid: Diversity & equity among Canada’s post-secondary education teachers. https://www.caut.ca/sites/default/files/caut_equity_report_2018-04final.pdf
- Calarco, J. M. (2020). A field guide to grad school: Uncovering the hidden curriculum. Princeton University Press.
- Carter, S. P. (2007). “Reading all that White crazy stuff”: Black young women unpacking whiteness in a high school British literature classroom. The Journal of Classroom Interaction, 42-54. https://www.jstor.org/stable/23869447
- Collins, P. H. (2019). Intersectionality as critical social theory. Duke University Press.
- Corneille, M. A., Ashcroft, A. M., & Belgrave, F. Z. (2005). What's culture got to do with it? Prevention programs for African American adolescent girls. Journal of Health Care for the Poor and Underserved, 16(4), 38-47. https://doi.org/10.1353/hpu.2005.0109
- Crawford, K. & Smith, D. (2005). The we and the us: Mentoring African American women. Journal of Black Studies, 36 (1), 52-67. https://doi.org/10.1177/0021934704265910
- Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), 139-167.
- Daniel, B. J. (2019). Teaching while Black: Racial dynamics, evaluations, and the role of White females in the Canadian academy in carrying the racism torch. Race Ethnicity and Education, 22(1), 21-37. https://doi.org/10.1080/13613324.2018.1468745
- Davis, D. J. (2007). Access to academe: The importance of mentoring to Black students. The Negro Education Review, 58, 217-231.
- Dei, G. J. S. (2000). Removing the margins: The challenges and possibilities of inclusive schooling. Canadian Scholars’ Press.
- Etter-Lewis, G., & Foster, M. (Eds.). (1996). Unrelated kin: Race and gender in women's personal narratives. Psychology Press.
- Felder, P. P., & Barker, M. J. (2013). Extending Bell’s concept of interest convergence: A framework for understanding the African American doctoral student experience. International Journal of Doctoral Studies, 8, 1-20. https://doi.org/10.28945/1754
- Gallagher, J. J., & Tobin, K. G. (1991). Reporting interpretive research. In J. Gallagher (Ed.), NARST monograph no. 4 (pp. 85-95). National Association of Research in Science Teaching.
- Gasman, M., Hirschfeld, A., & Vultaggio, J. (2008). “Difficult yet rewarding”: The experiences of African American graduate students in education at an Ivy League institution. Journal of Diversity in Higher Education, 1, 126-138. https://doi.org/10.1037/1938-8926.1.2.126
- Gay, G. (2004). Navigating marginality en route to the professoriate: Graduate students of color learning and living in academia. International Journal of Qualitative Studies in Education, 17(2), 265-288. https://doi.org/10.1080/09518390310001653907
- George Mwangi, C. A. (2014). Complicating Blackness: Black immigrants & racial positioning in U.S. higher education. Journal of Critical Thought and Praxis, 3, 1-27. DOI: 10.1037/1938-8926.1.2.126
- George Mwangi, C. A., Changamire, N., & Mosselson, J. (2019). An intersectional understanding of African international graduate students’ experiences in US higher education. Journal of Diversity in Higher Education, 12(1), 52-93. http://dx.doi.org/10.1037/dhe0000076
- Gooden, M. A., Devereaux, C. A., & Hulse, N. E. (2020). # BlackintheIvory: Culturally responsive mentoring with Black women doctoral students and a Black male mentor. Mentoring & Tutoring: Partnership in Learning, 28(4), 392-415. https://doi.org/10.1080/13611267.2020.1793083
- Grant, C. M., & Simmons, J. C. (2008). Narratives on experiences of African‐American women in the academy: Conceptualizing effective mentoring relationships of doctoral student and faculty. International Journal of Qualitative Studies in Education, 21(5), 501-517. https://doi.org/10.1080/09518390802297789
- Hamilton, J., & Shang, P. (1999). A qualitative study of the experience of Black students attending a Canadian university. Student Affairs in Higher Education, 8, 47-58. https://mountainscholar.org/bitstream/handle/10217/18055/JOUF_JSA1999.pdf?sequence=1#page=48
- Hampton, R. (2017). Racialized social relations in higher education: Black student and faculty experiences of a Canadian university. McGill University.
- Harper, S. R. (2012). Race without racism: How higher education researchers minimize racist institutional norms. The Review of Higher Education, 36(1), 9-29. https://doi.org/10.1353/rhe.2012.0047
- Haskins, N., Whitfeld-Williams, M., Shillingford, M. A., Singh, A., Moxley, R., & Ofauni, C. (2013). The experiences of Black master’s counselling students: A phenomenological inquiry. Counsellor Education & Supervision, 52, 162-178. https://doi.org/10.1002/j.1556-6978.2013.00035.x
- Henry, A. (1998). Taking back control: Black women teachers' activism and the education of African Canadian children. State University of New York Press.Henry, A. (2015). ‘We especially welcome applications from members of visible minority groups’: Reflections on race, gender and life at three universities. Race Ethnicity and Education, 18(5), 589-610. https://doi.org/10.1080/13613324.2015.1023787
- Henry, A. (2017). Culturally relevant pedagogies: Possibilities and challenges for African Canadian children. Teachers College Record, 119(1), 1-27. https://doi.org/10.1177/016146811711900103
- Henry, A. (2018). Power, politics, possibilities thoughts toward creating a Black digital oral history archive. Language and Literacy, 20(3), 89-99. https://doi.org/10.20360/langandlit29411
- Henry, F., Dua, E., James, C. E., Kobayashi, A., Li, P., Ramos, H., & Smith, M. S. (2017). The equity myth: Racialization and indigeneity at Canadian universities. UBC Press.
- Henry, F., & Tator, C. (2009). Racism in the Canadian university: Demanding social justice, inclusion, and equity. University of Toronto Press.
- Hewlett, S. & Green, T. (2015). Executive summary. Black women: Ready to lead. Center for Talent Innovation. Retrieved from http://www.talentinnovation.org/press-media/
- Hodza, F. (2007). Managing the student-supervisor relationship for successful postgraduate supervision. South African Journal of Higher Education, 21(8), 1155-1165. https://journals.co.za/doi/abs/10.10520/ejc-high-v21-n8-a12
- hooks, b. (2004). We real cool: Black men and masculinity. Routledge.
- Jean-Pierre, J., & James, C. E. (2020). Beyond pain and outrage: Understanding and addressing anti-Black racism in Canada. Canadian Review of Sociology, 57, 708-712. https://doi.org/10.1111/cars.12307
- Johnson, W. B. (2015). On being a mentor: A guide for higher education faculty. Routledge.
- Johnson-Bailey, J. (2012). Effects of race and racial dynamics on mentoring. In S. J. Fletcher & C. A. Mullen (Eds.), The Sage handbook of mentoring and coaching in education, pp. 155–168. Sage Publications.
- Johnson-Bailey, J., Valentine, T., Cervero, R. M., & Bowles, T. A. (2009). Rooted in the soil: The social experiences of Black graduate students at a southern research university. The Journal of Higher Education, 80(2), 178-203. https://doi.org/10.1080/00221546.2009.11772138
- Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74-84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
- Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47-68. https://doi.org/10.1177/01614681950970010
- Lilly, F. R., Owens, J., Bailey, T. C., Ramirez, A., Brown, W., Clawson, C., & Vidal, C. (2018). The influence of racial micro-aggressions and social rank on risk for depression among minority graduate and professional students. College Student Journal, 52(1), 86-104. https://www.nature.com/articles/s41598-021-93687-7
- Lindén, J., Ohlin, M., & Brodin, E. M. (2013). Mentorship, supervision and learning experience in PhD education. Studies in Higher Education, 38(5), 639-662. https://doi.org/10.1080/03075079.2011.596526
- Lindsay-Dennis, L., Cummings, L., & McClendon, S. C. (2011). Mentors’ reflections on developing a culturally responsive mentoring initiative for urban African American girls. Black Women, Gender & Families, 5(2), 66-92. https://doi.org/10.5406/blacwomegendfami.5.2.0066
- Malcolm, Z. T., & Mendoza, P. (2014). Afro-Caribbean international students' ethnic identity development: Fluidity, intersectionality, agency, and performativity. Journal of College Student Development, 55(6), 595-614. https://doi.org/10.1353/csd.2014.0053
- Manathunga, C. (2007). Supervision as mentoring: The role of power and boundary crossing. Studies in Continuing Education, 29(2), 207-221. https://doi.org/10.1080/01580370701424650
- Margolis, E., & Romero, M. (2002). In the image and likeness: How mentoring functions in the hidden curriculum. In E. Margolis (Ed.), The hidden curriculum in higher education (pp. 89-106). Routledge.
- McKinney, J. (2020). The resiliency of Black graduate students at predominantly white institutions. (Doctoral dissertation, University of Missouri-Columbia). MoSpace. https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/83768/McKinneyJason.pdf?sequence=1&isAllowed=y
- Milner, H. R. (2004). African American graduate students’ experiences: A critical analysis of recent research. In D. Cleveland (Ed.), A long way to go: Conversations about race by African American faculty and graduate students (pp. 19-31). Peter Lang.
- Mohamed, T., & Beagan, B. L. (2019). ‘Strange faces’ in the academy: Experiences of racialized and Indigenous faculty in Canadian universities. Race Ethnicity and Education, 22(3), 338-354. https://doi.org/10.1080/13613324.2018.1511532
- Moore, C. (2021). Telling a different story: A counter-narrative on Black graduates’ experiences at Canadian post-secondary institutions. (Doctoral dissertation, Royal Roads University). ProQuest Dissertations. https://www.proquest.com/docview/2531224134?pq-origsite=gscholar&fromopenview=true
- Moylan, C. A., Derr, A. S., & Lindhorst, T. (2015). Increasingly mobile: How new technologies can enhance qualitative research. Qualitative Social Work, 14(1), 36-47. https://doi.org/10.1177/1473325013516988
- Mullings, D. V., Morgan, A., & Quelleng, H. K. (2016). Canada the great white north where anti-Black racism thrives: Kicking down the doors and exposing the realities. Phylon, 53(1), 20-41. https://www.jstor.org/stable/pdf/phylon1960.53.1.20.pdf
- Noreiga, A. F., & Justin, S. F. (2020). A duo-ethnography of Black international university students in Canada. Antistasis, 11(1), 17-25.
- Okawa, G. Y. (2002). Diving for pearls: Mentoring as cultural and activist practice among academics of color. College Composition and Communication, 507-532. https://doi.org/10.2307/1512136
- Park, A. S., & Bahia, J. (2022). Exploring the experiences of Black, Indigenous and racialized graduate students: The classroom as a space of alterity, hostility and pedagogical labour. Canadian Review of Sociology, 59(2), 138-155. https://doi.org/10.1111/cars.12373
- Patton, L. D. (2009). My sister's keeper: A qualitative examination of mentoring experiences among African American women in graduate and professional schools. The Journal of Higher Education, 80(5), 510-537. https://doi.org/10.1080/00221546.2009.11779030
- Patton, T. O. (2004). Reflections of a Black woman professor: Racism and sexism in academia. Howard Journal of Communications, 15(3), 185-200. https://doi.org/10.1080/10646170490483629
- Paul, F. (2012). Exploring the experiences of Black international Caribbean students at a Canadian university. (Master of Education Thesis, Western University). ProQuest Dissertations. https://www.proquest.com/docview/2701132477?pq-origsite=gscholar&fromopenview=true
- Pearson, M., & Brew, A. (2002). Research training and supervision development. Studies in Higher Education, 27(2), 135-150. https://doi.org/10.1080/03075070220119986c
- Pope, E. C., & Edwards, K. T. (2016). Curriculum home placing as complicated conversation: (Re)narrating the mentoring of Black women doctoral students. Gender and Education, 28(6), 769-785. https://doi.org/10.1080/09540253.2016.1221898
- Reddick, R. J. (2011). Intersecting identities: Mentoring contributions and challenges for Black faculty mentoring Black undergraduates. Mentoring & Tutoring: Partnership in Learning, 19(3), 319-346. https://doi.org/10.1080/13611267.2011.597121
- Rodriguez, S. L., Perez, R. J., & Schulz, J. M. (2022). How STEM lab settings influence graduate school socialization and climate for students of color. Journal of Diversity in Higher Education, 15(1), 58-72. https://doi.org/10.1037/dhe0000361
- Santiesteban, L., Young, E., Tiarks, G. C., et al. (2022). Defining advising, coaching, and mentoring for student development in medical education. Cureus, 14(7): e27356. https://assets.cureus.com/uploads/review_article/pdf/100419/20220727-7061-1wdk5pw.pdf
- Scarborough Charter on Anti-Black Racism and Black Inclusion in Canadian Higher Education: Principles, Actions, and Accountabilities. University of Toronto Scarborough. https://www.utsc.utoronto.ca/principal/sites/utsc.utoronto.ca.principal/files/docs/Scarborough_Charter_EN_Nov2022.pdf
- Schwandt, T. A. (1998). The interpretive review of educational matters: Is there any other kind? Review of Educational Research, 68(4), 409-412. https://journals.sagepub.com/doi/pdf/10.3102/00346543068004409
- Smith, M. S. (2022). Charting Black presence and futures in the Canadian academy. In A. Ibrahim, T. Kitossa, M.S. Smith & H. K. Wright (Eds.). Nuances of Blackness in the Canadian academy: Teaching, learning, and researching while Black (pp. 431-459). University of Toronto Press.
- Smith, M., Gamarro, K. & Toor, M. (2017). A dirty dozen: Unconscious race and gender bias in the academy. In F. Henry, E., Dua, C. James, A. Kobayshi, P. Li, H. Ramos & M. Smith (Eds.), The equity myth: Racialization and Indigeneity at Canadian universities (pp. 263-296). UBC Press.
- Smith, A. N., Watkins, M. B., Ladge, J. J., & Carlton, P. (2019). Making the invisible visible: Paradoxical effects of intersectional invisibility on the career experiences of executive Black women. Academy of Management Journal, 62(6), 1705-1734. https://doi.org/10.5465/amj.2017.1513
- Solórzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 60-73. https://doi.org/10.1353/csd.2004.0074
- Solórzano, D., & Yosso, T. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23-44. https://doi.org/10.1177/107780040200800103
- Spalter-Roth, R., Shin, J.H., Mayorova, O.V., & White, P.E. (2013). The impact of cross-race mentoring for “Ideal” PhD careers in sociology. Sociological Spectrum, 33(6), 484–509. https://doi.org/10.1080/02732173.2013.836141
- St. Jean, Y., & Feagin, J. R. (1998). Double burden: Black women and everyday racism. M.E. Sharpe.
- Thomas, L. (2020). A Black Feminist auto-ethnographic reflection on mentoring in the discipline of Political Science. PS: Political Science & Politics, 53(4), 788-792. https://doi.org/10.1017/S1049652000044X
- Thomas, K. M., Willis, L. A., & Davis, J. (2007). Mentoring minority graduate students: Issues and strategies for institutions, faculty, and students. Equal Opportunities International, 26(3), 178-192. https://doi.org/10.1108/02610150710735471
- Trice, A. G. (2004). Mixing it up: International graduate students' social interactions with American students. Journal of College Student Development, 45(6), 671-687. https://doi.org/10.1353/csd.2004.0074
- Turcotte, M. (2022, May 19). Insights on Canadian Society - Results from the 2016 Census: Education and labour market integration of Black youth in Canada. Catalogue no. 75-006-X. Statistics Canada. https://www150.statcan.gc.ca/n1/en/pub/75-006-x/2020001/article/00002-eng.pdf?st=oh0HO2rJ
- Waldeck, J. H., Orrego, V. O., Plax, T. G., & Kearney, P. (1997). Graduate student/faculty mentoring relationships: Who gets mentored, how it happens, and to what end. Communication Quarterly, 45(3), 93-109. https://doi.org/10.1080/01463379709370054
- Watson, D., & Blair, E. (2018). Reimagining graduate supervision in developing contexts: A focus on regional universities. Routledge.
- Webb, J., Arthur, R., McFarlane-Edmond, P., Burns, T., & Warren, D. (2022). An evaluation of the experiences of the hidden curriculum of Black and minority ethnic undergraduate health and social care students at a London university. Journal of Further and Higher Education, 46(3), 312-326. https://doi.org/10.1080/0309877X.2021.1915967
- Williams, C. C. (2019). Critical oral history: Reflections on method and medium. Qualitative Social Work, 18(5), 787-799. https://doi.org/10.1177/1473325018777902
- Yusuf, E. (2020). Experiences of institutional racism: Black graduate students navigating higher education. (Doctoral dissertation, University of Toronto). ProQuest Dissertations. https://www.proquest.com/docview/2467633466?pq-origsite=gscholar&fromopenview=true