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14 Critical Criminology 1 (2006)

handle is hein.journals/ctlcrm14 and id is 1 raw text is: Critical Criminology (2006) 14: 1-21 © Springer 2006 DOI 10.1007/s10612-005-3190-1 THOUGHTS ON FEMINIST MENTORING: EXPERIENCES OF FACULTY MEMBERS FROM TWO GENERATIONS IN THE ACADEMY MEDA CHESNEY-LIND University of Hawai'i at Manoa SCOTT K. OKAMOTO Hawai'i Pacific University KATHERINE IRWIN University of Hawai'i at Manoa This chapter provides three perspectives on feminist mentoring from two generations of faculty. After a brief review of the traditional mentoring and feminist/multicultural mentoring literatures, Meda Chesney-Lind begins the discussion with some thoughts on survival strategies that she has gleaned from decades of work in the academy. Her reflections on teaching, research, and service in the academy suggest pathways to success for those who study and/or are within the social and academic minority (e.g., women and/or people of color). Scott Okamoto then illustrates how he has put some of these reflections into practice. He describes his own experiences and challenges in the acad- emy, having just started a teaching career as a feminist man of color. Finally, Katherine (Katy) Irwin describes her own experiences as a woman faculty member who has also just begun her career. The chapter concludes with some joint reflections on what feminist mentoring has been and what it must become to assure that the academy is a workplace that genuinely permits an increasingly diverse faculty to not only survive but to thrive. Traditional and Feminist/Multicultural Mentoring Literatures Traditional models of mentorship have been described extensively in the research literature. Crosby (1999) outlines different definitions of