Abstract
In this article, we describe and discuss the concept of critical andragogy and apply it to the process of faculty mentorship in academic medicine, or critical mentorship. We describe the systemic barriers that impact faculty from ethnic and racially minoritized backgrounds and provide recommendations to academic institutions for mentoring minoritized faculty. Additionally, we provide recommendations for the content and structure of the mentorship relationship when the mentor is from a majority background. Our goal is to provide those who mentor faculty, are in leadership, and design mentorship programming with information to support faculty career development in the context of structural barriers for faculty professional growth.