The Reciprocity of Mentoring: Identity, Voice, and Community for Pre-Service Educators of Color

Outcomes for students of color improve when students have at least one teacher of color in their schooling career. Diversifying pathways in teacher preparation should address the future and redress past experiences to encourage undergraduates of color to find a place of belonging and identity congruence in the teaching profession. To address these needs, we designed and implemented a mentoring program with graduate students pursuing education degrees and undergraduates considering educational careers. We built intergenerational networks of educators of color focused on equity, justice, and belonging with reciprocal benefits to both mentors and mentees. Our theoretical framework included a CRT and DisCRit lens for building mentor networks as communities of practice. Through a case study design and Double Dutch Methodology (DDM), we share the experiences of four participants. Findings addressed the importance of taking action through (a) relationship building, (b) identity congruence, (c) social justice advocacy, and (d) leadership and impact in mentor development.