Abstract

In this paper, we critique the traditional model of mentoring in academia and offer an alternative model, co-mentoring, grounded in feminist principles. Our conception of co-mentoring challenges masculinist values of hierarchy, competition, and objectivity by emphasizing the importance of cooperative, non-hierarchical relationships for learning and development. Feminist co-mentoring seeks to dispel the view of the disembodied intellectual by attending to academics' familial, personal, and emotional needs. While co-mentoring is valuable for all academics, we argue that underrepresented groups can especially benefit from this type of relationship.

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Additional Information

ISSN
2151-7371
Print ISSN
2151-7363
Pages
pp. 54-72
Launched on MUSE
2003-04-22
Open Access
No
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