Why Mentoring Matters!

By: Sadaf Ali (CMTA) and Dyann Logwood (WGST) on September 6th, 2022

What is mentoring?

Rather than only focusing on scholarly research, we decided to directly ask the people from whom the mentoring was designed: our students. During our two-day workshop, we invited a group of students of color from a variety of backgrounds, including first generation, single parent, international, and “traditional” students, to participate in a panel discussion. They shared their experiences at Eastern Michigan University and what they look for in a good mentor. We received a variety of answers.

Some students wanted a mentor who worked with them on an educational and personal level. These students didn’t necessarily have family or a support network they could turn to for help in navigating college life. They wanted someone who they felt would have their back and who really had their best interests at heart. They wanted their faculty mentors to be part of their support network. From this diverse student panel discussion, we learned that finding faculty mentors who understand and empathize with the unique challenges our students face is critical.

Other students, like the more “traditional students,” wanted a faculty mentor who specifically focused on things like career advice and research opportunities and were less inclined to discuss personal matters. These students generally came from backgrounds that already provided them with the support that their less privileged peers needed or wanted.

Both ways of mentoring are acceptable and valued. As part of thinking about our students in a holistic manner, we know that they have a variety of strengths and challenges, including socioeconomic, cultural differences, physical abilities, etc. It’s up to mentors to work with their mentees to create an action plan that works best for both parties.

What is intersectional mentoring?

Intersectional mentoring is transformative, impacting how faculty design curriculum, provide tools for creating safe and accessible learning communities, and promote positive interactions between faculty and students in the classroom and on campus.

As mentors, we each focus on mentoring individuals from traditionally underrepresented and marginalized groups, and also on teaching mentees how to navigate obstacles they may face due to their identities. It’s more than just surviving; this is how you create a culture of belonging. It’s about allowing students the space to feel empowered and viewing our students from a broader perspective.

For example, LGBTQIA+ students need more than career and class advice. They may also need faculty mentors who are allies and can provide safe spaces. Students may also require resources for academic, financial, and emotional support. Faculty can be a real source of comfort for students who are having difficulty navigating college life.

Why does mentoring work?

Mentoring, when done intentionally and thoughtfully, allows students to take a central and active role in their education. We all know education is more salient when it’s hands on. Atkins and colleagues and Strayhorn note that mentored students tend to have a stronger sense of belonging at their chosen institutions and have a stronger sense of future goals. Mentors, especially those of us with connections outside of EMU, can take an active role in connecting our student mentees to amazing social and economic opportunities, as well as personal growth. We have seen students in our departments take skills they learned in the classroom, projects, and even university clubs and apply them to real-world jobs. And as a teacher, nothing is more rewarding than having a former (or current) student tell you how much of a difference you made in their lives. These comments validate our decisions to go into teaching and education.

Why does EMU need quality mentors?

We have a unique student body that has a lot of unique needs. We also have amazing faculty who want to make a difference (that’s why we did the workshop). Faculty of color are often approached by students of color for mentoring.

Sadaf: For some of these students, in particular South Asians and Muslim (I’m Pakistani and Muslim), this is the first time they are meeting a faculty member who looks like them teaching their media classes. During undergrad, I had a few Asian professors, but the first time I had a Black professor was in a journalism graduate class. I didn’t see another Black, female professor until I met Dr. Doris Fields (Interim Chief Diversity Officer) in CMTA. While she wasn’t my professor, she took me on as a mentee; she helped me navigate the tenure track as a new professor. I have since been working with other amazing female faculty members like Dyann and Barbara Patrick (DH in Political Science).

Dyann: Over the years, students have come to my office hours to meet me because they heard that one of the professors in the Women’s and Gender Studies Department is African American. In addition, I have encountered students from a variety of backgrounds who note that I am their first Black teacher. Several of these students remain in contact with me, asking for letters of recommendation, assistance with research, career advice, and mentoring beyond their time at EMU.

Ultimately, as our own individual experiences make clear, we want education to be a rewarding experience for both faculty and students. Supporting mentoring initiatives is the key to that success.