TY  - BOOK
AU  - Cobb-Roberts,Deirdre
AU  - Esnard,Talia
TI  - Mentoring as critically engaged praxis: storying the lives and contributions of Black women administrators 
T2  - Contemporary perspectives on the lives of teachers
SN  - 164802212X
AV  - LB2341 
U1  - 378.1/208996073 23
PY  - 2021///
CY  - Charlotte, NC
PB  - Information Age Publishing, Inc.
KW  - African American women college administrators
KW  - Professional relationships
KW  - Mentoring in education
KW  - United States
KW  - Educational leadership
KW  - Administratrices d'universit�e noires am�ericaines
KW  - Relations professionnelles
KW  - Mentorat en �education
KW  - �Etats-Unis
KW  - Leadership en �education
KW  - fast
N1  - Includes bibliographical references; Introduction : progressing, expanding, and transforming the lives of teachers : situating Black women administrators and mentoring praxis at the heart of critical educational leadership / Carol R. Rinke and Lynnette Mawhinney -- Mentoring as critical engaged praxis : storying the lives and contributions of Black women administrators / Deirdre Cobb-Roberts and Talia R. Esnard -- The role of Black feminist thought in mentorship : experiences of becoming an educator and administrator / Crystal M. Timmons -- Who is going to mentor us? : Black women administrators and our leadership journeys / Rosalind Conerly and Marcedes Butler -- Perspectives on leadership and mentoring : an examination of the experiences of Black women community college administrators / Chastity Gaither -- Jim Crow's Stowe Teachers College's President Ruth Harris : harbinger for future African American academy presidents / Vanessa Garry -- "A seat at the table" : Black women administrators' narratives of struggle and support in the ivory tower / Rosemary E. Phelps, Kecia M. Thomas, Nichole M. Ray and Juanita Johnson-Bailey -- In spite of ... : a Black Woman's administrative journey : of pushing back and pressing on / Traki L. Taylor, Erica Roland, and Vonzell Agosto -- Leadership as critical praxis : the case of African American women faculty / Deirdre Cobb-Roberts and Talia R. Esnard -- From "WASH" to weave : leadership mentoring against racial macroaggression / Tara Nkrumah, Vonzell Agosto, Allan Feldman, and Frederick Bradley -- Operationalizing influence and effecting change : a Black woman administrator's guide to navigating politics in higher education / Shawna Patterson-Stephensvi -- Conclusion : taking stock and moving forward / Deirdre Cobb-Roberts and Talia R. Esnard
N2  - "Black women have historically been marginalized in academia (Turner & Myers, 2000; Turner, 2002; Collins, 2002). While the contemporary landscape of higher education has changed, the number of women and ethnic minorities who serve as higher education administrators (chair, dean, provost, vice president, chancellor, or president) still lags behind (Ross & Green, 2000; Johnson-Bailey & Cervero, 2002; Turner, 2008; Cobb-Roberts & Agosto, 2011/2012). Such underrepresentation of Black women therefore is more than an issue of low numbers; it is also a question of equity (of access commensurate with population numbers), of the extent to which institutional climates support/sustain Black woman administrators, and, of the underutilization of a diverse talent pool. In such contexts, mentoring, networking and transformative leadership practices become critical for the socialization, retention, and progression of marginalized faculty (Johnson-Bailey & Cevero, 2002; McCray, 2011; Lloyd-Jones, 2011, 2014). Where leadership is tied to structures of power (Jean-Marie, 2006; Tran, 2014), mentoring can also can assist African American women faculty and administrators by ''providing access to information networks and opportunities that help them deal with factors critical to their career choices and development'' (Smith & Crawford, 2007, p. 263). As we move to advance the call for more socially just environments, our aim is to generate more pointed discussions around the prospects, possibilities and constraints of mentoring practices that are framed around and operate within an academic context. This edited volume seeks to interrogate the structures of power that potentially affect the structures of power that affect the perceptions, experiences, performance and practices of Black women administrators. The chapters examine the nature and dynamics of the conflict within that space and the ways in which they transcend or confront the intersecting structures of power in academe. A related expectation is for interrogations of the ways in which their institutional contexts, marginalized status, structures of power inform their navigational strategies and leadership practices. More specifically, this work explores mentorship as critical praxis; that being, the ways in which Black women's thinking and practices around mentoring affect their institutional contexts or environment, and, that of other marginalized groups within academe. A discussion of Black women in higher education administration as critically engaged mentors will ultimately diversify thought, approaches, and solutions to larger social and structural challenges embedded within academic climates"--
UR  - https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2682407
ER  -