Call for Book Chapters on Mentoring Education Leaders
Diversifying the professoriate pipeline is fraught with both opportunities and challenges. On the one hand, while higher education continues to attract a diverse student body, fewer than 6% of professors teaching inside postsecondary institutions are minoritized. Nonetheless, organizations such as the American Association of Colleges for Teacher Education (AACTE) have made a nearly three-decade commitment to reversing the aforementioned through its programming work of mentoring doctoral students, in particular, and future educators of color in general, to take on instructional and research roles within the field and the academy. As early-career professors within college level education programs, we are both good examples of the strong influence mentorship have on diversifying the education pipeline. Furthermore, we believe that the Holmes Scholar program is a case study for investigating the potential of mentoring as a beautiful instrument for reimagining how minoritized scholars can advance in the academy. As a result, ground-breaking work was publicly disseminated to share how students transition into scholars, which was aided by both formal and informal mentorship initiatives.
We use AACTE’s Annual Meeting theme, “Rethink, Reshape, Reimagine, Revolutionize: Growing the Profession Post Pandemic,” as inspiration to explicitly focus on ways in which educators in the field of education might consider supporting minoritized leaders entering academia while focusing on mentoring. We specifically examine which mentorship models are employed and how the models are used to diversify the educator pipeline. In the edited book From Student to Scholar: Mentoring Underrepresented Scholars in the Academy, Holmes Scholars from around the country at all career stages, including beginning scholars, mid-career academics, and prominent scholars, presented detailed accounts of how they were effectively mentored and supported. Now, two years later, we welcome mentors from diverse institutions around the United States who serve and support emerging scholars to address mentoring educational leaders through the lenses of mentoring models, mentoring impact, and implications for mentoring in the field of education.
Call for Chapter Contributions
Our edited book, Best Practices and Programmatic Approaches for Mentoring Educational Leaders, which will be published with IGI Global, aligns with AACTE’s commitment to diversify instruction in education by focusing on exceptional practices to identify and describe mentoring approaches, to provide a venue for analysis and solutions, and to serve as a conduit for the dissemination of data and research on a national scale. In light of these goals, we ask AACTE members who are faculty, researchers, or program coordinators to submit an abstract proposal for contribution consideration. If your idea is approved for publishing, empirical interpretations, case studies, reflective essays, or conceptual essays may be submitted. Furthermore, we would want to promote the submission of creative works informed by experience, practice, and research. We intend to build a book that illustrates the diversity of educational stakeholders’ mentoring practices. Therefore, submission procedures are as follows:
Researchers and practitioners are invited to submit on or before April 2, 2022, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of the author’s proposed chapter. Authors will be notified by April 16, 2022 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by June 15, 2022, and all interested authors must consult the guidelines for manuscript submissions at
igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Please see the request for book chapter proposal link provided here for additional details.
Tags: content areas, teacher leaders, teacher quality
