Mentoring science educators for equity‐centered futures
Bibliographic Data
| ID | 21392846 |
|---|---|
| Authors | John Settlage (0000-0001-5912-0064, Department of Curriculum & Instruction University of Connecticut Storrs Connecticut USA, corresponding author) |
| Year | 2022 |
| Volume | 106 |
| Issue | 5 |
| Pages | 1172-1177 |
| Publication date | 2022-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21759 |
| OpenAlex | W4288052548 |
| Language | EN |
| References cited | 16 |
This framing essay situates the author's experiences with mentoring. This serves as a prelude to the two foundational essays about equity‐centered science education included within this special issue
Economics · Equity (law) · Financial economics · Futures contract · Mathematics education · Political science · Science education · Sociology · Career Development and Diversity · Educational Strategies and Epistemologies · Mentoring and Academic Development · Psychology
Mentoring across differences in science education
Negotiating mentoring relationships and support for Black and Brown early‐career faculty
(Re)creating family and reinforcing pedagogies of the home
Early career faculty of color and promotion and tenure
Will you be my mentor?’ Feminist mentoring at mid-career for institutional change
Associations Between Teacher–Student Racial/Ethnic Congruence and Public School Teachers’ Risk for Stress
Coloring the Academic Landscape
Mapping a Mentoring Roadmap and Developing a Supportive Network for Strategic Career Advancement
| Citation velocity | historical |
|---|---|
| Highly cited | No |