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.