@article {1650717,
	title = {Cross-cultural mentoring in higher education: the use of a cultural identity development model},
	journal = {Mentoring \& Tutoring: Partnership in Learning},
	volume = {30},
	number = {4},
	year = {2022},
	pages = {409-433},
	abstract = {This article examines the role that cultural identity development plays in understanding cross-cultural mentoring encounters between White faculty and faculty of color. The authors present the components of a conceptual framework for developing mentoring approaches that consider a person{\textquoteright}s cultural identity stage of development. Using a systematic approach, the authors consider the fundamental principles of cultural identity development theory combined with higher education contextual conditions, resulting in an approach by which mentors and prot{\'e}g{\'e}s could govern their interactions. The article concludes with implications for mentoring program administrators, faculty, and leaders in higher education.},
	url = {https://doi-org.ezp-prod1.hul.harvard.edu/10.1080/13611267.2022.2091194},
	author = {Heidi Batiste and Ramona Denby and Jesse Brinson}
}
