Perspectives on academic mentorship from sexual and gender minority students pursuing careers in the health sciences.

Abstract

High-quality academic mentorship is key to the success of students pursuing careers in the health sciences. Mentorship may take on additional importance for sexual and gender minority (SGM) students, who often face stressors related to stigmatized identities. We conducted an anonymous online survey to assess the mentorship experiences of SGM students pursuing careers in the health sciences and to elicit their perspectives on what makes an effective mentor. Students (N = 166) were pursuing a variety of health-related careers, including medicine (12.7%), nursing (7.8%), public health (21.1%), and social work (19.3%). Overall, students rated the quality of their mentorship experiences as (very) good: 83.8% among participants who reported having had an academic mentor that openly identified as SGM and 79.5% among participants who had a non-SGM identified mentor (ns). Participants recommended individual, dyadic and structural level activities that could be undertaken by academic mentors of SGM students to promote the students’ academic success and positive career trajectories. Education on SGM issues, direct conversation about experiences of homophobia and transphobia in academic settings, and advocacy for including SGM content in coursework were among the suggestions provided by participants.

Description of a student success program to increase support, coping, and self-efficacy among under-represented minority nursing students in the wake of the dual pandemics of COVID-19 and racial violence

“…The program was viewed as beneficial to students in areas of need experienced by most students (i.e., support) and those more commonly encountered by underrepresented minority students (i.e., microaggressions). The student findings are consistent with the extant literature on the benefits of mentorship and other forms of student success programs for URM students ( Chen et al, 2021 ; Holloway et al, 2019 ; Murray et al, 2022 ).…”

A vivência de estudantes transgênero na universidade

“…(22)(23)(24) O afastamento, o auto isolamento social e a discriminação por parte de estudantes e professores(as) são considerados causas de transtornos mentais. (25) Nota-se, portanto, a importância da atuação de profissionais de saúde mental junto aos(às) estudantes trans na universidade, abarcando desde ações preventivas, como a identificação de riscos, a promoção da inclusão e o combate à violência, até o acompanhamento e encaminhamento à Rede de Atenção à Saúde quando necessário. (26) O uso do banheiro está entre as situações geradoras de estresse, insegurança e medo para estudantes trans.…”

The importance of near-peer mentorship for LGBTQ+ medical students

“…This mentorship provides a means for older students to pass on critical knowledge that can help younger students better navigate medical school and know who to contact for support. (25) Having a near-peer mentor with a shared understanding and experience of these settings can therefore create a relationship in which a younger student can feel safe, prepared, and understood. (24) Such guidance can also be achieved electronically, as evidenced by the creation of OUTlists, which list LGBTQ+ faculty at different institutions for student and faculty access.…”