Theories and Practices
Edited By Diana Trebing and Ahmet Atay
chapter 10 Mentoring, Emotional Labor and Risk in Academia: Exploring What We Really Learn Through Research Through a Lens of Critical Communication Pedagogy
Katherine J. Denker, Kayla Duty, Michael Will, Isa Escobio, Abigail Gibbs, and Jacob Fox
We came together about a year and a half ago before we started on this project. A group of individuals interested in studying what was or was not working in relationships. We called ourselves a research collective. And by all accounts we were successful. We got a paper with our undergraduate students to a conference. As a team (undergraduate students, graduate students and faculty), we collected data for another project. We had a plan for the next few studies. And then an acceptance to write a book chapter. I was so proud of the work we did, and what the students were doing. We could be the exemplar of how to be a communication research lab. And then we started writing this. And I read my students’ stories. And I cried. And after the unburdened honesty, we changed, some of us still committed, others drifted away, and more found different paths. And I wondered how I missed their uncertainty and their emotions. And I questioned the work that I was doing, and the approaches that I took- Are we always having a positive impact in our mentoring relationships?
Scholars have long argued the importance and impact that mentoring has on the lives of our undergraduate and graduate students. Even when mentors work ←185 | 186→to actively remove power distance in the relationship or are engaged in feminist mentoring practices, the mentoring relationship...
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