Affiliation:
1. Kean University, USA
2. University of Central Florida, USA
Abstract
Education emphasizes the importance of mentorship in K-20 spaces, concerning the success of instructional scholars. In one regard, when mentorship is disaggregated by race, White scholars are often privileged to receive consistent, organized mentorship to professionally maneuver through instructional pipelines. In another regard, Black scholars, specifically Black women scholars, do not receive the same level of mentorship support as their White counterparts. The notion that approaches to mentorship can differ based on race and or gender can become a destructive form of microinvalidation. This narrative centers Black female scholars' journeys regarding their ethnographic mentoring experiences. Thus, the authors of this work define and describe mentoring using microinvalidation as a conceptual lens to frame their experiences. Further, recommendations are provided for mentoring frameworks that might encourage the academy to reimagine mentoring processes for Black female instructional scholars.