An intersectional consideration of mentoring in public administration

ABSTRACT

This study uses qualitative thematic analysis to explore intersectionality in public administration higher education mentoring. The authors consider mentoring today, questioning our ability to effectively mentor students and faculty across their professional career timelines within the context of their unique intersectionalities. This discussion helps lead to a powerful message about how best to navigate academic mentoring for faculty. Mentoring represents the convergence of numerous dynamic elements (i.e. intersectional attributes, program structures, career stage, etc.) that contributes to and influences the relationship that exists between the mentor and mentee. Mentoring, whether formal or informal, can play a huge role in the academic experience. It can contribute to the learning process and assist with career advancement. Mentoring through the lens of intersectionality can help individuals navigate barriers and obstacles, particularly as the workplace becomes more demographically diverse.

KEYWORDS:

• Faculty
• gatekeeping
• intersectionality
• mentoring
• perceptions

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Michelle D. Evans

Michelle D. Evans is an associate professor at the University of Tennessee at Chattanooga specializing in nonprofit management and public administration. Her research focuses on gender equity and intersectionality, inclusive pedagogy, volunteer motivation, whistleblowing, and nonprofit management. She has published in Teaching Public Administration, Review of Public Personnel Administration, Human Resource Management Review, and Public Integrity. Prior to academia, she spent more than 20 years as a nonprofit practitioner, working primarily with Special Olympics.

Hillary J. Knepper

Hillary J. Knepper is the Associate Provost for Student Success and a full professor in the Department of Public Administration at Pace University. Prior to the Academy, she was an administrator in nonprofit and public sector organizations and brings this strong practitioner perspective to her research on gender equity and healthcare—with particular emphasis on marginalized and vulnerable populations. Her recent work can be found in Public Administration Review, Teaching Public Administration, Journal of Public Affairs Education, Public Integrity, and Public Administration Quarterly. She serves as the editor-in-chief of the Journal of Health and Human Services Administration and is the current Co-President of Academic Women in Public Administration. She was recognized by the American Society for Public Administration as one of the 16 women in public administration and was featured in their Profiles of Excellence.

Tiffany J. Henley

Tiffany J. Henley is an associate professor in the Department of Public Administration at Pace University specializing in public administration and health-care administration. Her research focuses on identifying and evaluating policy initiatives and options, highlighting health and social inequities, and informing practitioners and policymakers to address equity issues in health and society. She has published in Informatics for Health and Social Care, Journal of the National Black Association for Speech-Language and Hearing, Journal of Public Affairs Education, and Journal of Health Economics, Policy and Law.