Further Reading

Daley, S., Wingard, D. L., and Reznik, V. 2006. “Improving the Retention of Underrepresented Minority Faculty in Academic Medicine.” Journal of the National Medical Association, Vol. 98, No.9: 1435–1440.

Duntley-Matos, Roxanna. 2014. “Transformative Complicity and Cultural Humility: De and Re-Constructing Higher Education Mentorship for Under-represented Groups.” Qualitative Sociology 37: 443-466.

Megginson, David, David Clutterbuck, Bob Garvey, Paul Stokes, and Ruth Garrett-Harri. 2006. Mentoring in Action: A Practical Guide. London: Kogan Page.

Nelson, Camille A.. 2006. “The Conflicting and Contradictory Dance: The Essential Management of Identity for Women of Colour in the Legal Academy.” In Calling for Change: Women, Law, and the Legal Profession, eds. Elizabeth Sheehy and Sheila McInty. Ottawa: University of Ottawa Press, 117-139.

Ragins, Belle Rose, David Clutterbuck and Lisa Matthewman. 2002. Mentoring and Diversity: An International Perspective. London: Taylor and Francis Group.

Single, Peg Boyle and Richard M. Single. 2005. “E-mentoring for Social Equity: Review of Research to Inform Program Development.” Mentoring and Tutoring, Vol. 13, no. 2: 301-320.

Smell, Adrianna and Harmony Newman. 2020. “Multi-tiered Mentorship Models: Increasing Learning Outcomes of Underserved Populations.” Journal of Applied Social Science, Vol 14, No 1: 23-29.

Van der Weijden, Inge, Rosalie Belder, Pleun van Arensbergen and Peter van den Besselaar. 2015. “How Do Young Tenured Professors Benefit From a Mentor? Effects on Management, Motivation and Performance,” Higher Education, Vol. 69, No. 2: 275-287.

Viets, Vanessa Lopez, Catherine Baca, Steven P Venney, Kamilla Venner, Tassy Parker and Nina Wallerstein. 2009. ”Reducing Health Disparities Through a Culturally Centered Mentorship Program for Minority Faculty: The Southwest Addictions Research Group (SARG) Experience.” Academic Medicine Vol. 84, No. 8: 1118-1126.

Walkington, Lori. 2017. “How Far Have We Really Come? Black Women Faculty and Graduate Students’ Experiences in Higher Education,” Humboldt Journal of Social Relations, Vol. 39, Special Issue 39: Diversity & Social Justice in Higher Education: 51-65.

(Photo credit:  Erol Ahmed)



McGill University is situated on the traditional territory of the Kanien’kehà:ka, a place which has long served as a site of meeting and exchange amongst nations. We recognize and respect the Kanien’kehà:ka as the traditional custodians of the lands and waters on which we meet today.

For more information about traditional territory and tips on how to make a land acknowledgement, visit our Land Acknowledgement webpage.

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