Inclusive Language and Culturally Responsive Formal Mentorship:

Despite the numerous benefits of formal faculty mentorship, it remains underutilized within the academy. While there is substantial literature on formal faculty mentorship, there is limited research on the use, and importance, of recognizing culture and utilizing inclusive language within these relationships. The current models of formal faculty mentorship do not include inclusive language as part of their relationally based practices. It is critical to evaluate the role language plays in creating and enhancing these relationships. The use of inclusive language in formal mentoring relationships is important when exploring ways institutions can recruit, retain, and support faculty, specifically historically marginalized groups. To bring attention to this topic, this article presents a conceptual framework integrating components of Relational Cultural Theory (RCT), the ecological perspective, and general systems theory as a mechanism to support faculty through mentorship practices focused on being culturally responsive and using inclusive language. Implications for faculty, institutions, higher education, and the social work profession are discussed.