Addressing Marginalization and Mentoring: Examining Power and Interests

Mentoring relationships are socially constructed, and the power that mentors have and exercise within mentoring relationships can be helpful or hurtful to protégés. The purpose of this paper, therefore, is to explore mentoring literature and models from the fields of adult education, general education, and human resource development, examining issues of power in mentoring within this literature. Ways of planning for and promoting mentoring programs that account for power differentials and enhance adult learning and development within mentoring are discussed

Who Plans? Who Participates? Critically Examining Mentoring Programs

The purpose of this paper is to explore the literature concerning formal mentoring programs from a socialist feminist perspective that allows an examination of power issues and the intersection of gender, race, class, and sexual orientation within mentoring relationships

Mentoring In Teacher Education Programs: Exercises In Power & Interests

Power relationships between mentors and protégés within formal mentoring relationships are largely ignored in research and literature concerning mentoring. The purpose of this research is to expose the imbedded power relationships within a teacher education mentoring program to better understand whose interests were really served by this program

Leading or Following? Women Learning Leadership Roles in Higher Education

Women faculty members in higher education are reaching senior status at levels before unseen. Understanding both the challenges/obstacles and help these women received as they achieved advanced status will help future generations of women scholars who also aspire to a senior faculty position

The Politics of Poverty: Higher Education and Low Income Adult Learners

The purpose of this paper is to examine and discuss the growing trends in higher education in the United States that narrow educational opportunities for poor and working-class adult learners

Bridging Racial Divisions in Urban Graduate Education

One of our core beliefs is that we, as adult educators, are responsible for providing environments that include spaces where dialogues of race and racism occur, which facilitate the learning and transformation of students, our practice and ourselves. However, as white faculty we find ourselves caught in a fabric woven of power and privilege that constantly challenges us to recognize how we live in the paradox of contributing to the ongoing nature of racism as we simultaneously try to transform it. The purpose of this roundtable discussion is to wrestle with this paradox and encourage dialogue and perspectives among adult educators

Faculty Development Autoethnographies: Engaging in Peer Coaching, Learning Communities, and Mentoring

The primary purpose of this research is to explore examples of peer coaching, learning communities and mentoring as faculty development

PAVING THE WAY TOWARD FACULTY CAREERS IN HIGHER EDUCATION: STUDENT MENTORING RELATIONSHIP EXPERIENCES WHILE COMPLETING DOCTORAL DEGREES ONLINE

The purpose of this study was to explore the existence and nature of mentoring relationships within online doctoral degree programs. Further, it sought to determine how these relationships prepared online doctoral degree graduates for full-time, tenure-track employment in four-year, land-based higher education institutions

Moving from Warrior to Guardian: Informal Learning in Police and Community Relations

This qualitative research explores the informal learning experiences of police officers that contributes to patrol officers\u27 learning, knowledge, and skills in developing and sustaining community relations within urban contexts

Action is demonstrative of critical reflection and “disorienting dilemma” is démodé

This paper explores transformative learning and 1) roles of decision-making and actions as outward expressions of critical reflection and 2) vocabulary that encapsulates the essence of the “disorienting dilemma.