SHA Mentoring Program - Society for Historical Archaeology

by Jenna Coplin

Sponsored by the SHA’s Gender and Minority Affairs Committee and the Academic and Professional Training Committee.

The purpose of the Mentoring Program is to support diversity in historical archaeology, to strengthen the discipline and improve the SHA by facilitating full participation of all people. Your participation as a mentor or mentee will help to ensure that people with diverse perspectives are given equal opportunities to grow and develop as strong archaeological professionals. Any SHA member can participate by filling out an application here:

http://goo.gl/forms/9gAN1IQcmO

Make sure to include any particular goals you may have for participation so we can best pair you. We only share your contact information with your partner. All other information remains confidential.

How Mentoring Partnerships Work

Mentoring partnerships can take a variety of forms, and we encourage participants to create a partnership that works for them. Participants can be from any area of archaeology(academic, commercial practice, non-profits, etc.). Partners form relationships of trust based on communication and confidentiality. All types of partnerships benefit from clearly outlined goals and boundaries. Program staff can help you get started and offer support for building a stronger partnership

Students as Mentors

Mentoring is not just something for students – students can also be mentors. Students at all stages of the education process have much to offer one another, and can share aspects of academia only seen and experienced by them! Students can help each other negotiate administrative issues, find available resources, and develop collegial and scholarly skills. Being a mentor or mentee can develop important skills necessary for long-term success in

the discipline.

Potential Goals for your Partnership

All partnerships can help mentees to negotiate job/workplace/school stressors, whatever they may be. This includes issues related to race, gender, ability, etc. which are pervasive. Success in any area of archaeology requires a supportive and diverse environment; one that helps address challenges faced by all people at every stage of education and work life cycles. As a result, partners have an infinite number of productive goals to choose from and it may be difficult for some to decide. Specific goals exist in each area of archaeological

practice. Here are a few examples to help you get started.

Academic success

Engaging areas of interest (choosing courses, research directions)
Pursuing funding/support
Finding a field school/running a field school

Changes in academic status

Choosing a graduate school or post-doc program
Preparing for the job market
Preparing for Adjunct teaching- benefits and pitfalls

Participation in SHA

Understanding benefits of participation and how to get involved
Preparing presentations or organizing symposia

Participating in social events, networking, etc.

Work success

Developing skillsets for a career in cultural resource management or other area of archaeological practice.
Negotiating salaries and other workplace issues.

Publishing