Early Career Visible Minority (ECVM) Faculty Experiences of Mentoring in a Western Canadian University.
Date
2023-09-25
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
0000-0002-7140-7786
Type
Thesis
Degree Level
Doctoral
Abstract
Mentoring experiences of early career visible minority (ECVM) faculty members in Canadian Universities are yet to be explored. While there is substantial literature and evaluated studies on the benefits of mentoring new faculty members (Bean et al., 2014; Beane-Katner, 2014; Boice, 1992; Henry, 2010; Mullen & Forbes, 2000), few studies portray the context of Western Canadian universities. Based on the steady increase in the population of immigrants in Canada, exploring the mentoring experiences of ECVM faculty members in a Canadian University is important. This study aimed to explore the mentoring experiences of ECVM faculty members as they transition into professoriate roles in a Canadian university.
I investigated the perceptions and experiences of ECVM faculty members at a university in Western Canada. In this study, I used an interpretive qualitative design through online face-to-face interviews with eleven ECVM faculty members. Each interview was audio recorded, transcribed verbatim, and sent to individual participants for validity purposes. Data were analyzed using NVIVO 12 software.
Findings indicated that mentoring is practiced and conceptualized in the university; however, based on the differences related to culture, language, and backgrounds, ECVM faculty members have unique needs different from other early career faculty members. Early Career Visible Minority faculty experienced challenges with workload intensity, discrimination and stereotypic behaviours, meeting the university standards, language barriers, and adapting to the university culture. Furthermore, participants engaged in socialization and enculturation including observing faculty and students, asking questions, attending gatherings such as orientation parties and social evenings, learning more about the norms and culture, and adjusting to the university system.
Recommendations from the study were derived with utmost emphasis on the need to make mentoring possible for all ECVM faculty. A key recommendation is that universities ought to create safe and conducive mentorship environments to address the needs of ECVM through diverse mentoring options and mentoring networks which will generate more mentoring opportunities for ECVM faculty members.
This study is significant to early visible minority career researchers, universities, and other educational organizations that employ visible minority individuals, and the wider society. The study will create awareness of mentoring programs, enhance better planning and management of mentoring activities, and improve the need to support ECVM faculty members.
Description
Keywords
early career, faculty member, visible minority, mentoring, professoriate, transition
Citation
Degree
Doctor of Philosophy (Ph.D.)
Department
Educational Administration
Program
Educational Administration