Mentoring Undergraduate Ethnic-Minority Students: A Strategy for Retention

Alvarez, Alice; Abriam-Yago, Katherine

doi:10.3928/0148-4834-19930501-11

Cited by 14 publications

(2 citation statements)

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“…We identified behaviors associated with non-Indigenous mentorship through a scan of the education (e.g., Davis 41 ) and organizational psychology literature (e.g., Nick et al 42 ). This scan emphasized articles in multicultural education [43][44][45][46][47] and cross-cultural competence in organizational settings 48,49 to avoid over-simplifying conceptualizations of contemporary mentorship or falsely attributing mentorship behaviors to Indigenous mentorship that are really characteristic of culturally competent mentoring behaviors. Much of the research focused on protégé perceptions rather than mentor behavior.…”

Section: Non-indigenous Mentorshipmentioning

confidence: 99%

Indigenous Mentorship in the Health Sciences: Actions and Approaches of Mentors

Murry

Barnabé

Foster

et al. 2021

Teaching and Learning in Medicine

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Phenomenon: Indigenous and non-Indigenous scholars have called for mentorship as a viable approach to supporting the retention and professional development of Indigenous students in the health sciences. In the context of Canadian reconciliation efforts with Indigenous Peoples, we developed an Indigenous mentorship model that details behavioral themes that are distinct or unique from non-Indigenous mentorship. Approach: We used Flanagan's Critical Incidents Technique to derive mentorship behaviors from the literature, and focus groups with Indigenous faculty in the health sciences associated with the AIM-HI network funded by the Canadian Institutes of Health Research. Identified behaviors were analyzed using Lincoln and Guba's Cutting-and-Sorting technique. Findings: Confirming and extending research on mainstream mentorship, we identified behavioral themes for 1) basic mentoring interactions, 2) psychosocial support, 3) professional support, 4) academic support, and 5) job-specific support. Unique behavioral themes for Indigenous mentors included 1) utilizing a mentee-centered approach, 2) advocating on behalf of their mentees and encouraging them to advocate for themselves, 3) imbuing criticality, 4) teaching relationalism, 5) following traditional cultural protocols, and 6) fostering Indigenous identity. Insights: Mentorship involves interactive behaviors that support the academic, occupational, and psychosocial needs of the mentee. Indigenous mentees experience these needs differently than non-Indigenous mentees, as evidenced by mentor behaviors that are unique to Indigenous mentor and mentee dyads. Despite serving similar functions, mentorship varies across cultures in its approach, assumptions, and content. Mentorship programs designed for Indigenous participants should consider how standard models might fail to support their needs.

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Section: Non-indigenous Mentorshipmentioning

confidence: 99%

Indigenous Mentorship in the Health Sciences: Actions and Approaches of Mentors

Murry

Barnabé

Foster

et al. 2021

Teaching and Learning in Medicine

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“…Qualitative mentoring studies by Alvarez (1993) and Tabi (2016) both emphasized the benefits to college students of mentoring on a regular basis. Alvarez's study matched 24 firstyear BIPOC nursing students with experienced nursing mentors based mostly on race and "chemistry".…”

Section: The Qualitative Study Understanding the Memorable Messages F...mentioning

confidence: 99%

Benefits and challenges of cross-racial mentoring as experienced by first-generation BIPOC PWI student mentees and their white mentors in a non-profit college success program

Rubin-Johnson

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The purpose of this research study was to explore the benefits and challenges of cross-racial mentoring experienced by both first-generation BIPOC student mentees attending predominantly white institutions, and their white mentors, who participated in a non-profit college success program. First-generation BIPOC college students experience greater challenges than their white continuous-generation peers including receiving significantly less guidance into and through college, which contributes to the 6-year graduation rate of 15% for the lowest-income quartile.This study seeks to inform white off-campus mentors from community-based organizations (CBO), non-profit organizations (NPO), independent educational consultant practices, and white PWI faculty mentors, on ways to improve cross-racial mentoring and raise persistence for this population of students. 14 first-generation BIPOC mentees of mixed gender, ethnicity and race, who were mentored through a non-profit college success program and graduated from eight different PWIs in 2021 and 2022 were interviewed, along with six white adult mentors from the same program. Data was collected using semi-structured interviews, and analyzed using Interpretative Phenomenological Analysis (IPA). Bennett's Developmental Model of Intercultural Sensitivity (DMIS) was used as the theoretical framework to explore how and if intercultural/interracial sensitivity was gained through the cross-racial mentoring relationship.Major findings for benefits that led to persistence included mentoring for academic, financial aid, and career goal planning, giving ongoing encouragement and support, and building trust and social-emotional connection; challenges identified included white mentors feeling unrelatable and mentees being uncomfortable sharing their life challenges and preferring a BIPOC mentor.All white mentors and some BIPOC mentees grew in intercultural/interracial sensitivity based on the DMIS scale. Implications for practice include engaging in mentoring first-generation BIPOC 4 students for at least two years in college but ideally through graduation; white mentors committing to ongoing DEI and anti-racism training; and teaming up with a BIPOC mentor to better address the mentee's life challenges or considering "constellation mentoring", to include a BIPOC mentor, the student's college advisor and family members as a mentoring team.

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Learning Outcomes for Student Workers? Perceived Mentoring and the Gap Between Training and Educating Library Student Workers

Campbell‐Meier

Hussey

2016

The Journal of Academic Librarianship

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Mentoring Undergraduate Ethnic-Minority Students: A Strategy for Retention

Cited by 14 publications

References 0 publications

Indigenous Mentorship in the Health Sciences: Actions and Approaches of Mentors

Indigenous Mentorship in the Health Sciences: Actions and Approaches of Mentors

Benefits and challenges of cross-racial mentoring as experienced by first-generation BIPOC PWI student mentees and their white mentors in a non-profit college success program

Learning Outcomes for Student Workers? Perceived Mentoring and the Gap Between Training and Educating Library Student Workers

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