Mentoring is important for career success and has been suggested to promote the advancement of faculty of color (FOC). However, some mentoring experiences may be negative and impede faculty’s success. Building upon social cognitive career theory (SCCT), the current study examines whether FOC perceive challenges around receiving mentoring and applies an intersectional lens to assess whether these challenges vary by race/ethnicity and gender. We interviewed 118 tenure-track FOC from a predominantly White, research-intensive institution. We found that FOC experienced four mentoring challenges: negative mentoring experiences, difficulty finding mentors, insufficient institutional support for formal mentoring, and lack of post-tenure mentorship among tenured faculty. We also found that Black and Latinx women were most likely to describe barriers to mentoring whereas Asian and Black men reported the fewest. We discuss the implications of our findings within the framework of SCCT, along with potential interventions that may increase positive mentoring experiences for FOC.

指导对于职业生涯的成功很重要，并且已经提出了指导以促进色彩学院（FOC）的发展。但是，一些指导经验可能会带来负面影响，并阻碍教师的成功。基于社会认知职业理论（SCCT），当前的研究检查了FOC是否在接受指导时感知挑战，并运用交叉镜头评估这些挑战是否因种族/民族和性别而有所不同。我们采访了一家以白人为主的研究密集型机构的118个终身任职的FOC。我们发现FOC经历了四个指导挑战：负面的指导经验，难以找到指导者，机构对正式指导的支持不足以及终身任职教师在任职后的指导不足。我们还发现，黑人和拉丁裔女性最有可能描述接受指导的障碍，而亚裔和黑人男性则最少。我们将在SCCT框架内讨论研究结果的含义，以及可能增加FOC积极指导经验的潜在干预措施。