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'I Never Explicitly Brought That up to My Mentor': Early Career Teachers of Color Navigating Whiteness with White Mentors in a University-Based Induction Program

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Bibliographic Details
Title: 'I Never Explicitly Brought That up to My Mentor': Early Career Teachers of Color Navigating Whiteness with White Mentors in a University-Based Induction Program
Language: English
Authors: Annie Daly (ORCID 0000-0002-6376-9664), Saba Khan Vlach, Susan Tily, Jessi Murdter-Atkinson, Beth Maloch
Source: Urban Education. 2025 60(7):1942-1973.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 32
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Secondary Education
Descriptors: Minority Group Teachers, Mentors, Urban Schools, School Districts, Teacher Orientation, Novices, Race, Teaching Methods, Whites, College School Cooperation, Elementary School Teachers, Secondary School Teachers, Teacher Educators, Teacher Attitudes
DOI: 10.1177/00420859241244752
ISSN: 0042-0859
1552-8340
Abstract: We examined how three early career teachers of color (TOC) experienced mentoring with white mentors in a university-based induction program within a large urban school district. We found cross-racial pairs privileged whiteness by pursuing "success" through standardized teaching methods (e.g., classroom management) while also avoiding discussions about race, leaving little space or reason to address the overt forms of racism mentees experienced during their first year of teaching. Our findings highlight the need to bring race and racism to the forefront of university-based mentoring to address the harm early career TOC experience in entering a profession dominated by whiteness.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1474176
Database: ERIC
Description
Abstract:We examined how three early career teachers of color (TOC) experienced mentoring with white mentors in a university-based induction program within a large urban school district. We found cross-racial pairs privileged whiteness by pursuing "success" through standardized teaching methods (e.g., classroom management) while also avoiding discussions about race, leaving little space or reason to address the overt forms of racism mentees experienced during their first year of teaching. Our findings highlight the need to bring race and racism to the forefront of university-based mentoring to address the harm early career TOC experience in entering a profession dominated by whiteness.
ISSN:0042-0859
1552-8340
DOI:10.1177/00420859241244752