Don’t Tread on Me—When Social Work Academics Get Defensive
Keywords:
mentoring, professionalism, microaggressions, anti-racism, implicit biasAbstract
In the fall of 2018, we set out to study how mentoring is implemented in social work education and to offer best practice recommendations for administrators. However, an incident during our research shifted our focus. This article briefly reviews mentoring literature to frame our reflections, leading to two key findings. First, mentoring is crucial during difficult times, and these relationships should be established before they are urgently needed. Second, experienced professionals can hinder growth when they fail to engage in self-reflection and personal development. We recommend that administrators (1) support new faculty in building mentoring relationships at multiple levels—formal, informal, and peer-based, both within and outside academia, (2) allocate time and resources to sustain mentoring, and (3) embrace their role as formal mentors, critically examining their biases and addressing their own racist actions. This is vital as social work continues to evolve toward inclusive excellence.
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NARRATIVES OF PROFESSIONAL HELPING
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