Vargas Jose H, Saetermoe Carrie L, Chavira Gabriela
California State University, Northridge, Northridge, CA, USA.
High Educ (Dordr). 2021 May;81(5):1043-1062. doi: 10.1007/s10734-020-00598-z. Epub 2020 Aug 25.
This article offers a theoretical and critical analysis of race-dysconscious mentorship involving students of color and white faculty. Inspired by , , and the NIH-funded program, , our analysis considers the ecosystems that promote student pushout and hinder diversification of the scientific workforce, which call for "critical" alternatives to traditional research mentorship. We first examine the historical, social-political, institutional, interpersonal, and intrapsychic ecosystems of traditional mentor-protégé relationships. Two areas are reviewed: (a) "diversity" as it operates in universities and research laboratories and (b) the discursive properties of a dysconscious dialog that rationalizes modern racism. Next, we connect the five ecosystems of mentorship by integrating literature on critical history, white consciousness, the interpersonal context of mentoring, and mentor-protégé phenomenology. Our analysis demonstrates how the racialized lives of members involved in a mentoring relationship are situated within racist macro-level ecological systems wherein intrapsychic and interpersonal actions and discourses unfold. The development of race-consciousness and anti-racist faculty mentor training programs is also discussed.
本文对涉及有色人种学生和白人教师的种族意识错乱型指导关系进行了理论和批判性分析。受[此处原文缺失相关信息]以及美国国立卫生研究院资助项目[此处原文缺失相关信息]的启发，我们的分析考量了那些促使学生被边缘化并阻碍科研人员队伍多元化的生态系统，这就需要对传统研究指导关系采用“批判性”的替代方案。我们首先审视传统师徒关系中的历史、社会政治、制度、人际及个体内心生态系统。我们考察两个领域：（a）在大学和研究实验室中发挥作用的“多样性”，以及（b）使现代种族主义合理化的意识错乱型对话的话语特性。接下来，我们通过整合关于批判历史、白人意识、指导关系的人际背景以及师徒现象学的文献，将指导关系的五个生态系统联系起来。我们的分析表明，参与指导关系的成员的种族化生活如何处于种族主义宏观生态系统之中，在这个系统中，个体内心和人际层面的行为及话语得以展开。我们还讨论了种族意识和反种族主义教师指导培训项目的发展。
