Abstract
In the following critical commentary, it is discussed how mentoring--- in the classroom and in academia---can be a feminist practice that comprises an essential part of being a feminist educator. Mentorship encompasses a process in which the mentor disseminates knowledge as well as psychosocial support that are perceived by the mentee as essential for professional or personal development (Sedlacek et al., 2007). Mentorship has been specifically found to fulfill professional needs for women, while enhancing their self-worth and sense of competence, and providing instances of role modeling and social affirmation (Meschitti & Lawton Smith, 2017).
Recommended Citation
Dasgupta, Satarupa
(2025)
"Mentoring in the undergraduate classroom and beyond: Creating a feminist praxis,"
Feminist Pedagogy: Vol. 6:
Iss.
2, Article 8.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol6/iss2/8
Included in
Critical and Cultural Studies Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, Health Communication Commons