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Black Student-Faculty Mentorship Programs: A Means to Increase Workforce Diversity in the Professoriate

Black Student-Faculty Mentorship Programs: A Means to Increase Workforce Diversity in the Professoriate

Shavonne Shorter
Copyright: © 2016 |Pages: 19
ISBN13: 9781522502098|ISBN10: 1522502092|EISBN13: 9781522502104
DOI: 10.4018/978-1-5225-0209-8.ch003
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MLA

Shorter, Shavonne. "Black Student-Faculty Mentorship Programs: A Means to Increase Workforce Diversity in the Professoriate." Developing Workforce Diversity Programs, Curriculum, and Degrees in Higher Education, edited by Chaunda L. Scott and Jeanetta D. Sims, IGI Global, 2016, pp. 43-61. https://doi.org/10.4018/978-1-5225-0209-8.ch003

APA

Shorter, S. (2016). Black Student-Faculty Mentorship Programs: A Means to Increase Workforce Diversity in the Professoriate. In C. Scott & J. Sims (Eds.), Developing Workforce Diversity Programs, Curriculum, and Degrees in Higher Education (pp. 43-61). IGI Global. https://doi.org/10.4018/978-1-5225-0209-8.ch003

Chicago

Shorter, Shavonne. "Black Student-Faculty Mentorship Programs: A Means to Increase Workforce Diversity in the Professoriate." In Developing Workforce Diversity Programs, Curriculum, and Degrees in Higher Education, edited by Chaunda L. Scott and Jeanetta D. Sims, 43-61. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0209-8.ch003

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Abstract

This chapter discusses recommendations for how colleges and universities can institute formal mentorship programs between Black students who have the aptitude and/or interest to become professors and Black faculty. Recommendations about concerns that mentors should address have been crafted based on the expressed needs and desires of Black students from the work of Shorter (2014). The chapter will detail the types of activities the program should include such as learning more about expected job responsibilities. The chapter also discusses intended outcomes associated with the program, the ultimate being an increase in the numbers of Black students that become professors. The chapter concludes with recommendations to expand the program's scope to include all underrepresented minority students.

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