ABSTRACT
Having explored some of the key characteristics and goals of mentoring, this chapter addresses practices and considerations that support the development of BIPOC students. It examines research and theories related to BIPOC identities and the role and intersectionality of these identities in the context of their educational development, taking into account the role of mentoring and the challenges of developing mentoring relationships. Although there has been much discussion around BIPOC mentoring, universities have so far made little effort to count mentoring in faculty promotion and tenure processes, to hold faculty and educational administrators accountable for building mentor–mentee ties, and to track mentee success rates and narratives. Ragins recommended shifting from mentoring models based on Euro-driven values to an inclusive model accounting for the effects of identities, where faculty account for power dynamics and are conscious of students vulnerability.
