Shadow mentoring: a cost–benefit review for reform

Advancing understanding of discordant mentoring relationships in STEMM: A method and framework

“…They can use the DI as a tool to consider not only shared research interests between mentors and mentees but also dimensions of discordance in their identities. The Discordance Index in Context framework is readily transferable beyond formal undergraduate research mentoring contexts. It can be used to examine the development of other protegees in higher education (e.g., graduate students 77,78 or medical students 25,79 ) and those in less structured mentorship relationships (e.g., casual, shadow, or reverse mentoring) 80–82 . Future researchers can use the framework to gain insights into the potential effects of mentor−mentee discordance on the development and achievements of students in various educational settings and mentoring contexts.…”

“…The Discordance Index in Context framework is readily transferable beyond formal undergraduate research mentoring contexts. It can be used to examine the development of other protegees in higher education (e.g., graduate students 77,78 or medical students 25,79 ) and those in less structured mentorship relationships (e.g., casual, shadow, or reverse mentoring) 80–82 . Future researchers can use the framework to gain insights into the potential effects of mentor−mentee discordance on the development and achievements of students in various educational settings and mentoring contexts.…”

Creating, Implementing, and Experiencing Research Opportunities: A Focus on Diversity, Equity, and Inclusion

“…This issue of reward and recognition was especially crucial because faculty members and graduate students of color were disproportionately involved in these efforts. Far too often, the labor of faculty members and graduate students of color is invisible (Davis-Reyes et al 2022). They are called on to carry the normal workload of their peers as well as surpass them in terms of service and mentoring (Brown 2019; Jackson 2019; Nair 2014).…”

“…So too is DEI work as well as the associated effort required to take extra steps to diversify the student pool engaging in research and to provide equitable support of marginalized and minoritized students. Because of this demand on time and the often invisibility or undervaluing of this labor (Davis-Reyes et al 2022), faculty commonly avoid HIPs and engaged learning altogether (Knoll 2016). Within the reward structure and curriculum of Purdue’s political science department, my pedagogical approach and my personal values were recognized.…”

A review of undergraduate research programs aimed at underrepresented students

“…These programs are predicated on steadfast mentorship, which necessitates mentor training. 29 We have previously discussed how various forms of mentorship including intentional mentoring, 30 casual mentoring, 31 virtual mentoring, 32 shadow mentoring, 33 and mentoring groups 34 can help address challenges faced by minority trainees. 35 Notably, these forms of mentorship can reduce the need for increased retention of UR students within the academic pipeline.…”