Impact of faculty mentoring on ethnic and racial minority student program satisfaction.

Tram, Jane M.; Nwankwo, Nnenna; Khan, Anam N.; Sabado, Jhoevhana A.

doi:10.1037/stl0000231

Cited by 13 publications

(24 citation statements)

References 36 publications

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“…Second, consistent with previous research (Tram et al, 2020), we found that satisfaction with faculty mentoring has the strongest relation to ERM program satisfaction. It has a consistent, unique, and significant positive relation even after the other factors in our study (i.e., perceived ethnic minority curriculum, academic socialization) are considered (individually and in combination).…”

Section: Discussionsupporting

confidence: 91%

“…More specifically, we examine the impact of staff mentoring, irrespective of ethnicity and race, on ERM graduate student satisfaction. We also consider the impact of staff mentoring, over and above the impact of faculty mentoring in the same students, given the sizable impact of faculty mentoring (e.g., Tram et al, 2020).…”

Section: Satisfaction With Staff Mentoringmentioning

confidence: 99%

“…It is important for graduate coursework to incorporate ethnically and racially diverse content, authors, and points of view. We examine perceived ethnic minority curriculum in this study because we know that it is associated with higher doctoral ERM program satisfaction (Maton et al, 2011; Tram et al, 2020). A noninclusive curriculum and classroom climate may decrease ERM student ability to engage academically and be detrimental to professional growth (Clark et al, 2012).…”

Section: Faculty Mentoring Perceived Ethnic Minority Curriculum and A...mentioning

confidence: 99%

“…Unfortunately, “departments and graduate programs in psychology at predominantly White institutions may not know how to create educational and training environments that are perceived as welcoming and sustaining by students of color” (Rogers & Molina, 2006, p. 144). Existing research suggests that mentors have a critical role in the experience of ERM students (Tram et al, 2020). However, much of the mentoring research focuses on faculty mentors and on undergraduate populations.…”

mentioning

confidence: 99%

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Impact of staff mentoring on ethnic and racial minority student program satisfaction.

Tram¹,

Dhaliwal²,

Kiyokawa³

et al. 2022

Scholarship of Teaching and Learning in Psychology

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There is a paucity of research examining the impact of staff mentoring on ethnic and racial minority (ERM) students in higher education. Given that there are insufficient numbers of ERM faculty, it is important for us to consider the contribution that staff may also have in supporting ERM students. Staff mentors may have more flexibility in their schedules and be able to avoid the dual role that is often inherently present with faculty (i.e., evaluator and mentor; Luedke, 2017). In this study, we examined the unique contribution of satisfaction with staff mentoring, irrespective of ethnicity and race, when compared to the contributions of satisfaction with faculty mentoring, perceived ethnic minority curriculum, and academic socialization to program satisfaction in ERM students enrolled in doctoral psychology programs. We found that staff mentoring, faculty mentoring, perceived ethnic minority curriculum, and academic socialization were each significantly related to program satisfaction. In addition, satisfaction with staff mentoring had a unique and significant positive relation to program satisfaction over and above the contributions of each of the other three factors when considered individually and in combination. Our findings support and extend existing research on the importance of staff mentors for ERM students.

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Section: Discussionsupporting

confidence: 91%

Section: Satisfaction With Staff Mentoringmentioning

confidence: 99%

Section: Faculty Mentoring Perceived Ethnic Minority Curriculum and A...mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Impact of staff mentoring on ethnic and racial minority student program satisfaction.

Tram¹,

Dhaliwal²,

Kiyokawa³

et al. 2022

Scholarship of Teaching and Learning in Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…Mentoring in graduate health sciences programs can decrease social isolation [ 18 ] and increase the recruitment and retention of REM students [ 19 , 20 , 21 , 22 ]. REM students report that mentors help introduce them to the unwritten norms and rules of the profession, role-model effective professional behavior, and improve their social capital by introducing them to a professional network [ 23 ].…”

Section: Introductionmentioning

confidence: 99%

Virtual Faculty and Peer Mentoring to Promote Social Belonging among Minoritized Physical Therapist and Nursing Students

et al. 2022

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Minoritized health sciences students report experiencing social isolation and discrimination, and cite the lack of faculty representation as barriers to their success. While virtual mentoring can increase sense of belonging and connectedness, these effects have not been examined in minoritized health sciences students. The purpose of this study was to investigate whether virtual mentoring from faculty and peers could decrease social isolation and promote social belonging among minoritized first-year physical therapy and nursing students. Using a mixed methods explanatory sequential design, racial and ethnic minority physical therapy and nursing students (n = 8) received virtual mentoring and attended virtual networking events while students from across the health profession programs served as a comparison group (n = 16). While virtual mentoring relationships took longer to establish, there was an increase in satisfaction with mentoring for the intervention group compared with no improvement for the comparison group who received traditional academic advising. Qualitative data analysis revealed that mentors served as role models who had overcome barriers and persevered, decreasing feelings of isolation, and bolstering mentee confidence. A virtual multiple-mentor model can decrease isolation and promote social belonging for minoritized students and offer support for students even after the pandemic.

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Exploration of support for Black, Indigenous, and people of color students in genetic counseling programs

Jagannathan,

MacFarlane,

Zierhut

2024

Journal of Genetic Counseling

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Students in higher education who identify as black, indigenous, and people of color (BIPOC) experience racism, discrimination, and microaggressions through tokenization, hypervisibility, invisibility, and marginalization. The experiences of BIPOC genetic counseling students with curriculum, clinical training, and sense of belonging also differ. Therefore, there is a large need for understanding how support is defined by BIPOC genetic counseling students, and then how to integrate specific aspects of training into a practical framework for programs to address racism and the resulting emotional implications. This study aimed to define current practices of support and identify gaps in genetic counseling programs as described by BIPOC students. BIPOC genetic counseling students (N = 40) were recruited through Listserv, social media, and Slack channels to complete an online survey eliciting demographic data, perspectives on support, and available support resources. The online survey consisted of 22 open‐ and closed‐ended questions. Data were collected over a 5‐week period. Open‐ended responses were coded by thematic analysis and audited. The top three supports were as follows: (1) presence of other BIPOC students; (2) presence of BIPOC faculty; and (3) financial funding. Participants' individual definitions of support indicated that each student defined support in a unique way. Most participants defined understanding and empathy stemming from peers, supervisors, and faculty within the program setting as important aspects of overall support. The majority of participants felt somewhat or strongly supported in areas of training. The area with the least support was within rotation/fieldwork experiences. Programs should consider social‐ and program‐level support combined with emotional support. Individualized support for every student is needed while avoiding assumptions about their identity and support needs. Training programs may consider a balance of efforts to prioritize recruiting more BIPOC faculty and students and providing the outlined support and funding resources for their students.

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Impact of faculty mentoring on ethnic and racial minority student program satisfaction.

Cited by 13 publications

References 36 publications

Impact of staff mentoring on ethnic and racial minority student program satisfaction.

Impact of staff mentoring on ethnic and racial minority student program satisfaction.

Virtual Faculty and Peer Mentoring to Promote Social Belonging among Minoritized Physical Therapist and Nursing Students

Exploration of support for Black, Indigenous, and people of color students in genetic counseling programs

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