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Mentoring for Diversity and Equity: Focusing on Students of Color and New Teachers of Color


by Betty Achinstein — 2012

This chapter features findings from a program of research to develop a knowledge base of equity-focused mentoring, including focusing novices on the needs of culturally and linguistically diverse students, and supporting new teachers of color in urban schools. Mentors need a bilevel and multidomain knowledge base addressing curriculum, learners, contexts, and self. Rather than assume that mentors come ready-made, these findings reveal that mentors need support in developing a complex knowledge base focused explicitly on equity and diversity.


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This article originally appeared as NSSE Yearbook Vol 111. No. 2.


Cite This Article as: Teachers College Record Volume 114 Number 14, 2012, p. 289-308
http://www.tcrecord.org ID Number: 18361, Date Accessed: 10/16/2017 9:57:52 PM

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About the Author
  • Betty Achinstein
    University of California, Santa Cruz
    E-mail Author
    BETTY ACHINSTEIN is a researcher at the Center for Educational Research in the Interest of Underserved Students at the University of California, Santa Cruz. Her research focuses on new teacher socialization, induction and mentoring, teachers of color, and diversity and equity. Her recent publications include Change(d) Agents: New Teachers of Color in Urban Schools (2011, Teachers College Press); “Retaining Teachers of Color: A Pressing Problem and a Potential Strategy for ‘Hard-To-Staff Schools’” (2010, Review of Educational Research); and Mentors in the Making: Developing New Leaders for New Teachers (2006, Teachers College Press).
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