Abstract
Despite the numerous benefits of formal mentorship for all faculty, it remains underutilized within the academy. Specifically, this lack of critical support leaves historically marginalized groups, particularly women, underrepresented minorities, as well as part-time, intermittent, adjunct, or non-tenure track faculty, to struggle with navigating the challenging climate of higher education. To counter these inherent power differentials, this article asserts that formal mentorship is the responsibility of social work educators. This article presents a conceptual framework that integrates Relational Cultural Theory (RCT), the National Association of Social Work (NASW) Code of Ethics’ core values, and the Council on Social Work Education’s (CSWE) Educational Policy and Accreditation Standards (EPAS) as a mechanism to support faculty through formal mentorship practices. This article advocates for an amendment to the EPAS to include formal faculty mentorship within accredited programs.
Highlights
Despite the numerous benefits of formal mentorship for all faculty, it remains underutilized within the academy
The purpose of this article is to respond to these disparities within the academy through the presentation of a conceptual framework for formal faculty mentorship that integrates principles of Relational Cultural Theory (RCT), the core values espoused in the National Association of Social Work (NASW) Code of Ethics, and the purpose of social work education as identified in the Council on Social Work Education’s (CSWE) Educational Policy and Accreditation Standards (EPAS)
Providing formal mentorship supports for all faculty is critical to actualizing the purpose of higher education and to fulfilling the responsibilities of social work educators
Summary
Despite the numerous benefits of formal mentorship for all faculty, it remains underutilized within the academy This lack of critical support leaves historically marginalized groups, women, underrepresented minorities, as well as part-time, intermittent, adjunct, or non-tenure track faculty, to struggle with navigating the challenging climate of higher education. To counter these inherent power differentials, this article asserts that formal mentorship is the responsibility of social work educators.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
