Culturally-Attuned Mentoring for Graduating Latina/o Social Workers to Foster Career Advancement

Abstract

The underrepresentation of Latinas/os in the social work profession, especially in higher levels of administration, has been amply documented. Successful Latina/o professionals can address the need for Latina/o leadership in the field by mentoring new graduates and supporting their development and career planning as they enter the professional world. This article presents an innovative mentoring program for Latina/o social work professionals conceptualized and led by the Latina/o Network of the Latina/o Network of the Connecticut chapter of the National Association of Social Workers (NASW). The program matches a Latina/o master's in social work graduating student with a senior Latina/o social work professional. The model of the mentoring program incorporates a coordinator, a liaison to each mentor-mentee dyad, a mentor-mentee developmental relationship, and group gatherings. A key aspect of the model is the attention to and inclusion of Latino cultural values of familismo, personalismo, confianza, and colectivismo, to foster the development of a sense of community. Empirical and anecdotal data illustrate the outcomes of the program. The implementation of the program, the lessons learned, and its applicability to other professionals and cultural groups are discussed.

Successful Latina Scientists and Engineers

“…Some of the participants revealed that their parents encouraged and supported their dream of achieving a higher level of education, which is consistent with the report of Smith and Hausafus (1998) about a mother’s attitude toward a career in science and mathematics. The findings also align with the literature that indicates parental support and encouragement are critical in fostering career advancement among Latino students and other professionals (Brown, 2002; Kosoko-Lasaki et al, 2006; Rojas-Schwan et al, 2013).…”

“…Familismo is a “cultural value that stresses attachments, reciprocity, and loyalty to family members beyond the boundaries of the nuclear family” (Andres-Hyman, Ortiz, Añez, Paris, & Davison, 2006, p. 696). This family support factor is reported in several Latino studies (Kosoko-Lasaki, Sonnino, & Voytko, 2006; Rojas-Schwan, Negroni, & Santiago-Kozmon, 2013). Kosoko-Lasaki, Sonnino, and Voytko (2006) reported that having a support system and familial support was beneficial to the success and empowerment of Hispanic college students.…”

“…This family support factor is reported in several Latino studies (Kosoko-Lasaki, Sonnino, & Voytko, 2006;Rojas-Schwan, Negroni, & Santiago-Kozmon, 2013). Kosoko-Lasaki, Sonnino, and Voytko (2006) reported that having a support system and familial support was beneficial to the success and empowerment of Hispanic college students.…”

“…The shortage of potential female mentors in high-level management positions and the perception that men have more power than women are the main reasons for the prevalence of cross-gender mentoring relationships (Chesler & Chesler, 2002;Ragins & McFarlin, 1990). To maximize the benefit of cross-gender mentoring, Rojas-Schwan, Negroni, and Santiago (2013) suggest that it is important for Latinas to understand and feel comfortable with the institutional culture. Brown (2002) interviewed 22 Hispanic students (12 female and 10 male) who were majoring in science at a state university.…”

Snakes and ladders: An integrative literature review of refugee doctors' workforce integration needs

“…Indeed, mentoring has been shown to ease cultural identity transitions within other fields. [53][54][55] Mentors may act as social bonds who help refugee doctors to both acquire knowledge and conduct identity work.…”