Attribution to FAIM and Citations

The FAIM framework is defined by an inclusive and equity-minded mentoring philosophy and key principles to support faculty in their development and advancement of mentee-centered and equity-minded mentoring practices within graduate education and the professoriate. FAIM includes contextually relevant resources and tools specific to mentoring relationships respective to graduate education and the professoriate.

Citations

Web Content

Faculty Advancing Inclusive Mentoring (2023, May). [Name of page]. Cornell University. Web address.

Documents and Tools

Informing Literature and Tools

Peer-reviewed literature and evidence based practices inform the FAIM framework, practices, and tools. Intentionally reflected in the framework are the work and/or mentoring experiences of scholars with social identities historically underrepresented in academia.

Selected References

Armstrong, M.A. and Jovanovic, J. (2017) The intersectional matrix: rethinking institutional change for URM women in STEM. Journal of Diversity in Higher Education, 10(3), 216-231. https://doi.org/10.1037/dhe0000021

Bauer, T. N., Bodner, T., Erdogan, B., Truxillo, D. M., & Tucker, J. S. (2007). Newcomer adjustment during organizational socialization: A meta-analytic review of antecedents, outcomes, and methods. Journal of Applied Psychology, 92(3), 707–721. https://doi.org/10.1037/0021-9010.92.3.707

Bell, D. A. (1980). Brown v. Board of Education and the interest-convergence dilemma. Harvard Law Review, 93(3), 518–533. https://doi.org/10.2307/1340546

Bell, E. L. J. E., & Villarosa, L. (2010). Career GPS: Strategies for women navigating the new corporate landscape. Harper Collins.

Bennett, J.C., Lattuca, L, Redd, K., and York, T. (2020). Strengthening pathways to faculty careers in STEM: Recommendations for systemic change to support underrepresented groups. Washington, DC: Association of Public and Land-grant Universities. https://www.aplu.org/wp-content/uploads/strengthening-pathways-to-faculty-careers-in-stem-recommendations-for-systemic-change-to-support-underrepresented-groups.pdf

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/s11948-001-0002-1

Brown II, M. C., Davis, G. L., & McClendon, S. A. (1999). Mentoring graduate students of color: Myths, models, and modes. Peabody Journal of Education, 74(2), 105-118. https://doi.org/10.1207/s15327930pje7402_9

Burt, B. A., McCallum, C. M., Wallace, J. S., Roberson, J. J., Bonanno, A., & Boerman, E. (2021). Moving toward stronger advising practices: How Black males’ experiences at HPWIs advance a more caring and wholeness-promoting framework for graduate advising. Teachers College Record, 123(10), 31–58. https://doi.org/10.1177/01614681211059018

Cohen, A., & Baruch, Y. (2021). Abuse and exploitation of doctoral students: A conceptual model for traversing a long and winding road to academia. Journal of Business Ethics, 180(2), 505–522. https://doi.org/10.1007/s10551-021-04905-1

Council of Graduate Schools, & The Jed Foundation (2021). Supporting graduate student mental health and well-being: Evidence-informed recommendations for the graduate community. Council for Graduate Schools. https://cgsnet.org/wp-content/uploads/2022/01/CGS_JED_Grad-Student-Mental-Health-Report-1.pdf

de Janasz, S. C., & Sullivan, S. E. (2004). Multiple mentoring in academe: Developing the professional network. Journal of Vocational Behavior, 64, 263–283. https://doi.org/10.5465/apbpp.2002.7516573

Eagan, M. K., & Garvey, J. C. (2015). Stressing out: Connecting race, gender, and stress with faculty productivity. The Journal of Higher Education, 86(6), 923–954. https://doi.org/10.1353/jhe.2015.0034

Ferdman, B. M., & Roberts, L. M. (2014). Creating inclusion for oneself: Knowing, accepting, and expressing one’s whole self at work. In B. M. Ferdman and B. R. Deane (Eds.), Diversity at work: The practice of inclusion. https://doi.org/10.1002/9781118764282.ch3

Griffin, K. A. (2020). Rethinking mentoring: Integrating equity-minded practice in promoting access to and outcomes of developmental relationships. In A. Kezar & J. Posselt (Eds.), Higher education administration for social justice and equity in higher education: Critical perspectives for leadership and decision-making, pp. 93-110. Routledge.

Griffin, K. A. (2020). Institutional barriers, strategies, and benefits to increasing the representation of women and men of color in the professoriate: Looking beyond the pipeline. Higher Education: Handbook of Theory and Research, 35, 1-73. https://doi.org/10.1037/0021-9010.92.3.707

Griffin, K. A. (2022, January 10). Better mentoring: Building our capacity to care. Terrapin EdTalks. https://www.youtube.com/watch?v=lbBsu6sr5tI

Griffin, K. A. (2024, Feb. 29). Equity-Minded Mentorship – Why and How Identity Matters. [MAC Keynote Address]. Cornell University, Ithaca, NY, United States. http://tiny.cc/Griffin_MAC_Mentoring

Hinz, J., Stephens, J. P., & Van Oosten, E. B. (2021). Toward a pedagogy of connection: A critical view of being relational in listening. Management Learning, 53(1), 76–97. https://doi.org/10.1177/13505076211047506

Irwin, V., De La Rosa, J., Wang, K., Hein, S., Zhang, J., Burr, R., Roberts, A., Barmer, A., Bullock Mann, F., Dilig, R., and Parker, S. (2022). Report on the Condition of Education 2022 (NCES 2022-144). U.S. Department of Education: National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022144

Jayakumar, U. M., Howard, T. C., Allen, W. R., & Han, J. C. (2009). Racial privilege in the professoriate: An exploration of campus climate, retention, and satisfaction. The Journal of Higher Education, 80(5), 538–563. https://doi.org/10.1353/jhe.0.0063

Litalien, D. (2015, May). Improving PhD completion rates: Where should we start? Wiley. https://www.wiley.com/network/researchers/writing-and-conducting-research/improving-phd-completion-rates-where-should-we-start

Misra, J., Lundquist, J. H., & Templer, A. (2012). Gender, work time, and care responsibilities among faculty. Sociological Forum, 27(2), 300–323. https://doi.org/10.1111/j.1573-7861.2012.01319.x

Montgomery, B. L. (2021). Lessons from plants. Harvard University.

National Academies of Sciences, Engineering, and Medicine (NASEM) (2023). Advancing antiracism, diversity, equity, and inclusion in STEMM organizations: Beyond broadening participation. Washington, DC: The National Academies Press. https://doi.org/10.17226/26803

National Academies of Sciences, Engineering, and Medicine (NASEM) (2019). The Science of effective mentorship in STEMM. Washington, DC: The National Academies Press. https://doi.org/10.17226/25568

National Center for Science and Engineering Statistics. (2019). Survey of earned doctorates (Table 22). https://nsf.gov/statistics/2017/nsf17306/

Noel, T. K., Miles, M. L., & Rida, P. C. (2021). Using social exchange theory to examine minoritized STEM postdocs’ experiences with faculty mentoring relationships. Studies in Graduate and Postdoctoral Education, 13(1), 90–108. https://doi.org/10.1108/sgpe-12-2020-0080

O’Meara, K., Griffin, K. A., Kuvaeva, A., Nyunt, G., & Robinson, T. (2017). Sense of belonging and its contributing factors in graduate education. International Journal of Doctoral Studies, 12(12), 251-279. https://doi.org/10.28945/3903

Pedler, M. L., Willis, R., & Nieuwoudt, J. E. (2021). A sense of belonging at university: student retention, motivation and enjoyment. Journal of Further and Higher Education, 46(3), 397–408. https://doi.org/10.1080/0309877x.2021.1955844

Ponjuan, L., Conley, V. M., & Trower, C. (2011). Career stage differences in pre-tenure track faculty perceptions of professional and personal relationships with colleagues. The Journal of Higher Education, 82(3), 319–346. https://doi.org/10.1080/00221546.2011.11777204

Posselt, J. R. (2020). Equity in science: Representation, culture, and the dynamics of change in graduate education. Stanford.

Supplementary Book Discussion Guide – Posselt, J. R. (2020, Dec). Discussion guide for Equity in science: Representation, culture, and the dynamics of change in graduate education. https://equitygraded.org/discussion-guide-for-equity-in-science/

Posselt, J., Baxter, K., & Tang, W. (2021). Understanding investments and outcomes in STEM higher education DEI efforts. Alfred P. Sloan Foundation. https://sloan.org/programs/higher-education/diversity-equity-inclusion/dei-literature-review-landscape-scan

Quine, L. (2002). Workplace bullying in junior doctors: questionnaire survey. BMJ, 324(7342), 878–879. https://doi.org/10.1136/bmj.324.7342.878

Ray, V. (2019). A theory of racialized organizations. American Sociological Review, 84(1), 26–53. https://doi.org/10.1177/0003122418822335

Responsible Conduct in Research Mentoring (n.d.). Research mentoring. U.S. Health and Human Services Office of Research Integrity. https://ori.hhs.gov/education/products/niu_mentorship/mentoring/meintro.html

Roberts, A. (2000). Mentoring revisited: A phenomenological reading of the literature. Mentoring & Tutoring: Partnership in Learning, 8(2), 145–170. https://doi.org/10.1080/713685524

Roland, E. (2020). Towards personal transformation: Faculty social justice teaching in doctoral education. International Journal of Teaching and Learning in Higher Education, 32(2), 281-292. https://www.isetl.org/ijtlhe/ijtlhe-article-view.php?mid=3766

Strayhorn, T. L. (2019). College students’ sense of belonging: A key to educational success for all students (2nd ed). Routledge.

Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. J Health Care Poor Underserved, 9(2), 117—25. https://doi.org/10.1353/hpu.2010.0233

Turner, C. S. V. (2003). Incorporation and marginalization in the academy: From border toward center for faculty of color. Journal of Black Studies, 34(1), 112–125. https://doi.org/10.1177/0021934703253689

Vincent, B.  J., Scholes, C., Staller, M.  V.,  Wunderlich, Z., Estrada, J., Park, J., Bragdon, M. D. J., Lopez Rivera, F., Biette, K. M., & DePace, A. H. (2015). Yearly planning meetings: Individualized development plans aren’t just more paperwork. Molecular Cell, 58(5), 718–721. https://doi.org/10.1016/j.molcel.2015.04.025

White-Lewis, D. K., Romero, A. M., Gutzwa, J. A., & Hurtado, S. (2022). “Moving the Science Forward”: Faculty Perceptions of Culturally Diverse Mentor Training Benefits, Challenges, and Support. CBE–Life Sciences Education, 21(1). https://doi.org/10.1187/cbe.21-08-0217

Windchief, S., & Brown, B. (2017). Conceptualizing a mentoring program for American Indian/Alaska Native students in the STEM fields: a review of the literature. Mentoring & Tutoring: Partnership in Learning, 25(3), 329–345. https://doi.org/10.1080/13611267.2017.1364815

Windchief. S. (2019, June 21). Culturally attuned mentoring paradigms: Relationships in community context. [Future Professors Institute Plenary Session]. Cornell University, Ithaca, NY, United States. http://tiny.cc/Windchief_Mentoring

Whitehouse, M., Rahm, H., Wozniak, S., Breunig, S., De Nardi, G., Dionne, F., Fujio, M., Graf, E.M., Matic, I., McKenna, C. J., Steiner, F., & Sviķe, S. (2021). Developing shared languages. Developing Shared Languages, 34(1), 1–18. Portico. https://doi.org/10.1075/aila.00038.int

Wright, D. E., Titus, S. L., & Cornelison, J. B. (2008). Mentoring and research misconduct: An analysis of research mentoring in closed ORI cases. Science and Engineering Ethics, 14(3), 323–336. https://doi.org/10.1007/s11948-008-9074-5

Yosso, T. J., & Burciaga, R. (2016). Reclaiming our histories, recovering community cultural wealth. Center for Critical Race Studies at UCLA Research Brief (5), 1-4.

Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91. https://doi.org/10.1080/1361332052000341006

Yun, J. H., Baldi, B., & Sorcinelli, M. D. (2016). Mutual mentoring for early-career and underrepresented faculty: Model, research, and practice. Innovative Higher Education, 41, 441-451. https://doi.org/10.1007/s10755-016-9359-6

Zambrana, R.E, Winfield, A.H, Lapeyrouse, L.M., Davila, B.A., Hoagland, T. L., and Valdez, R.B. (2017). Blatant, subtle, and insidious: URM faculty perceptions of discriminatory practices in predominately white institutions. Sociological Inquiry, 87, 207-232. https://doi.org/10.1111/soin.12147