Mentoring in Academia: Considerations for Diverse Populations

Sedlacek, William E.; Benjamin, Eric; Schlosser, Lewis Z.; Sheu, Hung‐Bin

doi:10.1002/9780470691960.ch16

Cited by 25 publications

(27 citation statements)

References 52 publications

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“…My findings reify previous research emphasizing the importance of mentor-protégé bonds between Black faculty and students (Sedlacek, Benjamin, Schlosser, & Sheu, 2007). Though less heralded than research in many institutional contexts, this service to Black undergraduates and to academia helps to increase the number of Black scholars in the pipeline.…”

Section: Discussionsupporting

confidence: 77%

Intersecting Identities: Mentoring Contributions and Challenges for Black Faculty Mentoring Black Undergraduates

Reddick

2011

Mentoring & Tutoring: Partnership in Learning

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This article employs an intersectional analysis of the experiences of Black faculty at an elite US university who have mentored Black undergraduates, and focuses on faculty's meaning making of their connection to their mentees, and challenges they face in these relationships. Findings reveal that faculty found their shared cultural background enhanced mentoring, and they worked hard to establish trust with their mentees, absent at times in mentees' relationships with White faculty. Participants shared barriers to engaging in mentoring relationships, with gender and age intersecting with race for unique challenges and benefits for the subjects. Policy recommendations are made to support junior faculty mentors in the tenure granting process, and produce incentives for all faculty to share the responsibility of mentoring.

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Section: Discussionsupporting

confidence: 77%

Intersecting Identities: Mentoring Contributions and Challenges for Black Faculty Mentoring Black Undergraduates

Reddick

2011

Mentoring & Tutoring: Partnership in Learning

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“…In one study relevant to advising relationships, Pope-Davis, Stone, and Nielson (1997) reported that the lack of Advisors of Color was stated as the third most detrimental influence on career goals for these students, second only to a lack of Faculty of Color in the program and lack of a mentoring program; this concern was underscored in the work of Sedlacek et al (2007) as well. Additional research is needed to uncover the influence of students' and advisors' experiences as tokens to determine how this might affect students' experiences.…”

Section: Tokenismmentioning

confidence: 94%

“…These include (a) mistrust-historic legacies of oppression can inhibit African American students from assuming benevolence and positive intention on the part of faculty (Johnson-Bailey & Cervero, 2004), (b) skepticism about intimacyparticularly during the initial phases of a relationship; Students of Color may be skeptical of the advisor's motives or may be worried about being perceived as ''selling out'' one's own culture (Thomas, 2001), (c) effects of unacknowledged racismStudents of Color who experience racial incidents, isolation, or benign indifference are particularly mistrustful of faculty who do not acknowledge these experiences (Johnson-Bailey & Cervero, 2004), and (d) paternalism-power differentials are often magnified in cross-race relationships because faculty members occupy different stations in the societal, as well as departmental, hierarchy (Johnson-Bailey & Cervero, 2004). Research indicates that African American students view African American professors as significantly more credible sources of help and as significantly more culturally competent than White professors (Sedlacek et al, 2007).…”

Section: Racial and Cultural Issues In Advisingmentioning

confidence: 96%

“…As such, Students of Color frequently report trouble finding same-race role models (Daniel, 2009). Because they may wait for a same-race advisor, or because there are taboos regarding cross-race student-faculty relationships (Sedlacek, Benjamin, Schlosser, & Sheu, 2007), Students of Color may hesitate to initiate such a relationship and potentially miss out on critical developmental guidance from a faculty member. Other obstacles to advising Students of Color face include feelings of alienation and isolation, and a lack of information, about the salience of good advising for career success (Sedlacek et al 2007).…”

Section: Racial and Cultural Issues In Advisingmentioning

confidence: 99%

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Multicultural Issues in Graduate Advising Relationships

Schlosser

Talleyrand

Lyons

et al. 2010

Journal of Career Development

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Although advisor-advisee relationships are ubiquitous to graduate training, there is relatively little scholarship bearing on advising relationships. Not surprisingly, the intersection between multiculturalism and advising relationships is also sparse. Given the potential increase in the numbers of People of Color entering graduate training due to the changing demographics in the United States and the influence of advising relationships on advisees' personal and professional development, it is imperative to address the role of culture in the advising relationship-in this article, we will address race, sex, and sexual orientation. Hence, in this article, we address the potential impact of racial and cultural socialization processes on the advising relationship and organizational contexts.

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“…Therefore, a number of our recommendations come not from direct research but from research in related areas as well as our own collective experience. Sedlacek et al’s11 recommendation for using published articles on the mentoring, advising, and counseling process and applying them to people of color, along with conducting research and developing models unique to these trainees, should also apply to the mentoring of URM mentees in mental health research.…”

Section: Need For Research On Training and Mentoringmentioning

confidence: 99%

A Call for Training the Trainers: Focus on Mentoring to Enhance Diversity in Mental Health Research

Jeste

Twamley²,

Cárdenas³

et al. 2009

Am J Public Health

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There is a widening disparity between the proportion of ethnic minority Americans in the population and the number of researchers from these minority groups. One major obstacle in this arena relates to a dearth of mentors for such trainees. The present academic settings are not optimal for development and sustenance of research mentors, especially for mentees from underrepresented minority ethnic groups.Mentoring skills can and should be evaluated and enhanced. Universities, medical schools, and funding agencies need to join hands and implement national-and local-level programs to help develop and reward mentors of junior scientists from ethnic minority groups.Despite a growing proportion of people from ethnic minority groups in the US population, there is a glaring shortage of minority mental health researchers in the country. This disparity is expected to worsen during the coming decades. Although Blacks, Hispanics, and American Indians compose 26% of the US population, they receive only 16% of the undergraduate degrees and 9% of the doctoral degrees in science and engineering. 1-3 Only 11% of psychology PhD recipients are members of these underrepresented minority (URM) groups. 4 The National Institutes of Health (NIH) reported that between 1999 and 2003, 4.6% of individuals with support from individual or institutional research training grants of different types (e.g., F31, K01, K08, T32, T34, or T35) were Black, 5.6% were Hispanic, and 0.18% were American Indian. 5 The National Institute of Mental Health (NIMH) reported that in 1998, 16.9% of T32 trainees were Black, Hispanic, or American Indian. 4 Whereas about 10% of NIH trainees are members of these ethnic minority groups, they make up only 3% to 4% of the principal investigators on NIH-and NIMH-funded research and program grants. 1,4 By the year 2060, members of ethnic minority groups will compose over half of the US population. 6 Greater ethnic diversity in scientific research is important from both moral and practical perspectives: the United States was founded on the premise of full participation in society and equal access for all, diversity benefits learning, and ethnic minority researchers not Requests for reprints should be sent to Dilip V. Jeste, MD,

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Mentoring in Academia: Considerations for Diverse Populations

Cited by 25 publications

References 52 publications

Intersecting Identities: Mentoring Contributions and Challenges for Black Faculty Mentoring Black Undergraduates

Intersecting Identities: Mentoring Contributions and Challenges for Black Faculty Mentoring Black Undergraduates

Multicultural Issues in Graduate Advising Relationships

A Call for Training the Trainers: Focus on Mentoring to Enhance Diversity in Mental Health Research

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