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Writing Across the Curriculum scholars are well positioned to improve educational access and maintain the free exchange of ideas by developing pedagogy, policy, and programming rooted in research on faculty and doctoral student writers’ needs and experiences. This chapter uses results from a study of emerging scholars’ writing development to examine the effects of emotional labor in mentorship experiences. Although emotion is a natural aspect of writing, learning, and development, our analysis reveals how institutional discourses impose normative expectations that create additional labor for writers in managing emotions; this labor impacts some groups of writers more significantly than others. The chapter concludes with recommendations and structural interventions for revising writing mentorship practices.

Chapter 17. Emotional Labor, Mentoring, and Equity for Doctoral Student and Faculty Writers