New faculty members report social and professional isolation, insufficient resources, time management issues, unanswered questions regarding promotion and tenure, and lack of recognition for their production of work (Johnsrud & Atwater, 1993; Osgood Smith et al., 2001; Sorcinelli, 1994). Embarrassed to reveal those areas where they are unfamiliar, many faculty members employ the technique of trial and error, hoping for the best. Unfortunately, this can lead to increased stress and denial of promotion and tenure (Osgood Smith et al., 2001). A loose definition of mentoring and mentor relationships involves a relationship between a more experienced individual and an individual newer to the field. We design mentoring relationships in the field of higher education to help new faculty learn myriad aspects of the new position and environment (Suriel et al., 2018).
Background
Finding a mentor may not seem like a priority when a new faculty member faces preparing for a new career in a new environment; however, the need for support, particularly for members of diverse and underrepresented populations is integral to success in this new role (De Luca & Escoto, 2012; Suriel et al., 2018). Some institutions may assign or arrange mentor relationships, without full information on the needs of the mentee and the abilities of the mentor to meet these needs. Previous research shows higher numbers of positive mentoring experiences for those who organically or voluntarily occur (Goodwin et al., 1998). For culturally and linguistically diverse new faculty, mentorship aids in retention (Cowin et al., 2012), faculty progress through the promotion process, and navigating barriers that may impede faculty success (Ponjuan et al., 2011). A successful mentoring relationship, therefore, incorporates support of the satisfaction of the mentee in the areas of career advancement, teaching success (Suriel et al., 2018), assistance navigating the politics of the academy, and additional areas of the life of a mentee (e.g., service, networking, etiquette, work/life balance, multicultural barriers).
There are many benefits to mentorship—both for mentor and mentee (also referred to as protégé). While mentees gain expertise, increase their scholarly productivity (Paul et al., 2002), mentors receive assistance with projects (Benishek et al., 2004) and generate new publications and presentations (Black et al., 2004). Marginalized mentees or those who have experienced other types of bias, racism, or discrimination within the academy, may find mentor relationships particularly beneficial as their contribution finds validation in a way they may not yet have experienced (Benishek et al. 2004). While traditionally mentoring may be considered helpful in a professional context, research points to the psychosocial benefits including support and the ability to take risks in a safe environment (Noe, 1988; Tenenbaum et al., 2001), particularly for women (Rheineck & Roland, 2008).