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Feminist Co-Mentoring: A Model for Academic Professional Development

Gail M. McGuire and Jo Reger
NWSA Journal
Vol. 15, No. 1 (Spring, 2003), pp. 54-72
Stable URL: http://www.jstor.org/stable/4316944
Page Count: 19
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Feminist Co-Mentoring: A Model for Academic Professional Development
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Abstract

In this paper, we critique the traditional model of mentoring in academia and offer an alternative model, co-mentoring, grounded in feminist principles. Our conception of co-mentoring challenges masculinist values of hierarchy, competition, and objectivity by emphasizing the importance of cooperative, non-hierarchical relationships for learning and development. Feminist co-mentoring seeks to dispel the view of the disembodied intellectual by attending to academics' familial, personal, and emotional needs. While co-mentoring is valuable for all academics, we argue that underrepresented groups can especially benefit from this type of relationship.

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