| Abstract: | I have been involved in co-ordinating mentoring schemes at the University of Central Lancashire (Uclan) for a number of years. One of these schemes has been aimed at peer support for new students on an access course within the Social Work Department based in the Faculty of Health. A high percentage of these students come from black and minority ethnic backgrounds. This scheme has been evaluated with those involved using a range of methods including focus groups, interviews and questionnaires. This paper commences with an examination of the current educational climate and context for black students accessing higher education, focusing on issues of exclusion and inclusion. Mentoring theory and practice are then explored with an emphasis on an evaluation of the scheme above. Finally, some of the current contradictions and tensions within mentoring as an inclusive strategy are discussed, with a focus on rethinking mentoring by drawing on black feminist theory and practice. |
