@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} }