Sarah Wieners, Eva Bulgrin; Susanne Maria Weber, “Re-imagining mentoring programs from privilege to equality – intervening in academic gaze orders”. Equality, Diversity and Inclusion: An International Journal, 5 June 2026
https://doi.org/10.1108/EDI-01-2025-0047
Abstract
Purpose
This conceptual article discusses academic mentoring programs from a Foucauldian power-knowledge analysis. How is mentoring entangled in the rationalities of the privileging and de-privileging gaze in academia? How does this power/knowledge imply organizational marginalizations and exclusions for Blacks and People of Color (BiPoc) female academics? The article proposes to discuss privileging and de-privileging as a discursive practice creating visibilities and invisibilities. It identifies the need to transform institutional gaze orders and explores how epistemic interventions may support such transformations. By understanding and designing mentoring programs as innovation labs, universities can be supported in shifting the gaze toward an ontology and epistemology of institutional solidarity and care.
Design/methodology/approach
From a Foucauldian perspective, the discursive “gaze” constitutes the other, producing differentiated and “othering” subject positions that privilege some while marginalizing others. This analytical lens enables an examination of the rationalities underlying institutional practices – particularly those that enact exclusion. From a Foucauldian perspective, we see innovation labs as discursive interventions into and potential openings of institutional gaze orders.
Findings
This article adopts a power/knowledge-critical, epistemic perspective and proposes a transformative design approach to mentoring programs for female academics. It conceptualizes knowledge orders as contested terrains that both constrain and enable shifts in subject positions through discursive practices. From this perspective, the often invisible, exclusionary mechanisms embedded in mentoring programs for women scholars are brought to light. Moreover, this approach advocates for discursive interventions into institutional gaze orders. By actively confronting discursive gaze orders of privilege and exclusion and engaging various stakeholders in mentoring programs, mentoring can become a starting point for re-imagining gaze orders – opening space for discursive innovation and institutional transformation.
Originality/value
Little research exists on the exclusionary practices of mentoring programs despite the declining proportions of female academics with international, migration or BiPoC backgrounds. Moreover, studies suggest little attention to institutional change in mentoring programs and criticize insufficient focus on intersectional perspective on gender equality. Our approach contributes to a broader understanding of how institutional mentoring programs and practices can be re-imagined as vehicles for epistemic transformation.
Keywords:
Mentoring, Higher education, Gender, Race, Power/knowledge, Gaze orders, Critical whiteness


