Journal of College Student Development ( IF 2.051 ) Pub Date : 2023-11-11 Quortne R. Hutchings
- Black Queer Mentorship: Staff and Faculty Experiences in Mentorship Programs
- Quortne R. Hutchings (bio)
It was interesting. I think I was just curious about how they were experiencing life. I’m always super intrigued by young people who just go through life naturally, you know, as a queer person. That felt so foreign to me, you know, in my teenage years and even in my early 20s, I was like, “Who are you? What do your conversations look like?” You know, because I think, for me, anytime I found someone who was secretly, like, gay or whatever, it was like we were talking about facts . . . talking about, you know, all the taboo things that we couldn’t really talk about openly because we had to present as hetero. So, I find myself super curious about their lives . . . other than talking about class. And the drama that exists in the community, and maybe from conversations to topics sprinkled in there.
—Brendan
This reflection represents the nuanced and beautiful meaning of queer mentorship among two Black queer men in higher education. I introduce Brendan’s narrative to highlight the importance of Black queer staff mentoring relationships with Black queer men of color. Brendan reflected on how he valued building strong connections with his queer mentees while also discerning how his college experiences as a queer person shaped his engagement with those students. This negotiation and meaning-making process is a reality for queer staff and faculty of color who are in mentoring roles in higher education. Queer staff and faculty of color experience higher demands and expectations to mentor students while maintaining various institutional responsibilities (Aguilar & Johnson, 2017). The plight of mentoring students from underrepresented backgrounds is especially burdensome for queer faculty and staff of color who are inundated with requests to mentor and serve gay, bisexual, and queer students and students of color, experience microaggressions and limited acknowledgment of their intersectional identities by colleagues, and lack institutional support (Aguilar & Johnson, 2017). Institutional environments are often challenging to circumnavigate for minoritized queer faculty and staff, specifically for Black, gay, bisexual, and queer faculty and staff, who must negotiate their intersecting identities within institutional environments that are inherently heteronormative and hetero-gendered (Preston & Hoffman, 2015). As they wrestle with job responsibilities and the labor of “doing the diversity work” while existing in their Blackness and queerness, they continue to serve as mentors for students on college campuses (Aguilar & Johnson, 2017, p. 64). [End Page 589]
MENTORSHIP RELATIONSHIPS IN BLACK MALE INITIATIVES AND MEN OF COLOR MENTORSHIP PROGRAMS
Various institutional contexts in which faculty and staff support student mentoring relationships in college have been researched (Brooms, 2018; Smith et al., 2019). Mentoring settings that support academic and social success for college men include Black male initiatives (BMI) and men of color (MoC) mentorship programs. Although these programmatic interventions help men navigate college, they often lack an intersectional approach (e.g., race, gender, sexuality) to address the complexities of men who identify as gay, bisexual, and queer (Smith et al., 2019). Some work has examined mentoring relationships with faculty and staff in BMI programs (Brooms, 2019), but there is a need to explore the experiences of faculty and staff who identify as Black, gay, bisexual, and queer men (BGBQM) in this mentoring context. Consequently, these mentorship program settings fail to address and attend to the intersectional needs of supporting individuals who identify as Black, gay, bisexual, and queer (Hutchings, 2023).
As mentorship is vital to the success of the mentee and mentor, I’m focusing on the unique ways mentorship and identity interplay in these relationships. As mentoring relationships can be inherently heteronormative, it is essential to highlight how power dynamics, race, and queerness directly influence how relationships involving BGBQM staff evolve over time. BGBQM staff mentors use their power to connect their queer students with academic, social, and career opportunities while offering them support to navigate the college environment as Black queer students. There is a shared balance of power between Black queer mentors and mentees that centers and cultivates notions of relationality and belongingness and creates new ways of understanding how queer mentoring relationships are distinct.
METHODOLOGY AND METHODS
In this phenomenological research...
中文翻译：
黑人酷儿辅导：教职员工和教员在辅导计划中的经验
以下是内容的简短摘录，以代替摘要：
- 黑人酷儿辅导：教职员工和教员在辅导计划中的经验
- 夸特纳·R·哈钦斯（简介）
很有意思。我想我只是好奇他们是如何体验生活的。我总是对那些以酷儿身份自然地度过生活的年轻人非常感兴趣。这对我来说太陌生了，你知道，在我十几岁甚至二十岁出头的时候，我就想，“你是谁？你们的对话是什么样的？” 你知道，因为我认为，对我来说，每当我发现一个秘密的人，比如同性恋或其他什么的，就像我们在谈论事实一样。。。谈论，你知道，所有我们不能真正公开谈论的禁忌事情，因为我们必须以异性恋的身份出现。所以，我发现自己对他们的生活非常好奇。。。除了谈论课堂之外。以及社区中存在的戏剧性事件，也许是从对话到散落在其中的话题。
——布伦丹
这种反思代表了高等教育中两名黑人酷儿男性之间酷儿指导的微妙而美好的意义。我介绍布伦丹的叙述是为了强调黑人酷儿工作人员指导与有色人种黑人酷儿的关系的重要性。布伦丹反思了他如何重视与他的酷儿学员建立牢固的联系，同时也认识到他作为酷儿的大学经历如何影响了他与这些学生的互动。对于在高等教育中担任指导角色的酷儿工作人员和有色人种教师来说，这种协商和意义创造过程是现实的。酷儿工作人员和有色人种教师在指导学生的同时承担各种机构责任方面经历了更高的要求和期望（Aguilar & Johnson，2017）。指导来自代表性不足背景的学生的困境对于有色人种酷儿教师和工作人员来说尤其是负担，他们被大量的指导和服务同性恋、双性恋和酷儿学生以及有色人种学生的请求淹没，遭受微侵犯，同事对他们的交叉身份的认可有限，并且缺乏机构支持（Aguilar & Johnson，2017）。对于少数酷儿教职人员来说，绕行机构环境往往具有挑战性，特别是对于黑人、同性恋、双性恋和酷儿教职人员来说，他们必须在本质上异性恋和异性恋的机构环境中协商自己的交叉身份（Preston & Hoffman， 2015）。当他们在黑人和酷儿身份中挣扎于工作责任和“从事多元化工作”的劳动时，他们继续担任大学校园学生的导师（Aguilar & Johnson，2017，第 64 页）。[完第589页]
黑人男性倡议和有色人种男性辅导计划中的辅导关系
研究了教职员工在大学中支持学生指导关系的各种制度环境（Brooms，2018；Smith 等，2019）。支持大学生学业和社会成功的辅导环境包括黑人男性倡议 (BMI) 和有色人种男性 (MoC) 辅导计划。尽管这些程序性干预措施可以帮助男性顺利进入大学，但它们往往缺乏交叉方法（例如种族、性别、性取向）来解决同性恋、双性恋和酷儿男性的复杂性（Smith et al., 2019）。一些工作研究了 BMI 项目中与教职员工的指导关系（Brooms，2019），但有必要探索在这种指导中被认定为黑人、同性恋、双性恋和酷儿男性 (BGBQM) 的教职员工的经历语境。因此，这些辅导计划设置未能解决和照顾支持黑人、同性恋、双性恋和酷儿个人的交叉需求（Hutchings，2023）。
由于指导对于受训者和导师的成功至关重要，因此我重点关注指导和身份在这些关系中相互作用的独特方式。由于指导关系本质上可能是异性恋，因此有必要强调权力动态、种族和酷儿如何直接影响涉及 BGBQM 员工的关系如何随着时间的推移而演变。BGBQM 的导师利用自己的权力为酷儿学生提供学术、社交和职业机会，同时为他们作为黑人酷儿学生适应大学环境提供支持。黑人酷儿导师和受训者之间存在着一种共同的权力平衡，这种权力平衡集中并培养了关系和归属感的概念，并创造了新的方式来理解酷儿指导关系的独特性。
方法论和方法
在这个现象学研究中...
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