International Journal of Environmental Research and Public Health

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13 pages, 641 KiB

Open AccessArticle

A Model for Strengthening Mentors: Frames and Practices

by Stacy Blake-Beard, Mary Shapiro and Cynthia Ingols

Int. J. Environ. Res. Public Health 2021, 18(12), 6465; https://doi.org/10.3390/ijerph18126465 - 15 Jun 2021

Cited by 6 | Viewed by 4397

Abstract

The extensive body of literature on mentoring has largely ignored the developmental needs of mentors themselves. This conceptual and practice-oriented paper asks mentors and others to consider the needs of mentors who may or may not arrive ready to deal with the challenges [...] Read more.

The extensive body of literature on mentoring has largely ignored the developmental needs of mentors themselves. This conceptual and practice-oriented paper asks mentors and others to consider the needs of mentors who may or may not arrive ready to deal with the challenges of being effective mentors. The authors ask: how should mentors think about their own growth and development? Drawing on a broad spectrum of academic literatures, three frames are proposed for guiding mentors’ thinking about themselves and four practices to spur their continuous improvement. The three frames are a simultaneous dual focus on people and tasks as mentors exercise leadership; an inclusive mind-set that works across the multidimensionality of identities in others and themselves; and a keen sense of the threats and rewards of managing the perceptions of others. We recommend the use of four practices for self-examination: engage in structured self-reflection; participate in standardized assessments to see others and one’s self differently; build peer support among colleagues; and ask for feedback in concrete terms. We conclude by offering the benefits and challenges as mentors engage in the difficult work of acquiring in-depth self-awareness. Full article

(This article belongs to the Special Issue The Importance of Mentoring for Diversity, Equity and Inclusion)

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18 pages, 695 KiB

Open AccessArticle

Microaggressions and Coping with Linkages for Mentoring

by Nisha Nair and Deborah Cain Good

Int. J. Environ. Res. Public Health 2021, 18(11), 5676; https://doi.org/10.3390/ijerph18115676 - 26 May 2021

Cited by 5 | Viewed by 4956

Abstract

Microaggressions can have damaging health impacts on minority groups experiencing exclusion through such forms of discrimination and bias. Using focus groups of different marginalized groups and through in-depth interviewing, we analyze the ways in which marginalized identities respond to and deal with microaggressions [...] Read more.

Microaggressions can have damaging health impacts on minority groups experiencing exclusion through such forms of discrimination and bias. Using focus groups of different marginalized groups and through in-depth interviewing, we analyze the ways in which marginalized identities respond to and deal with microaggressions and highlight some relevant linkages to mentoring. Through a qualitative analysis of microaggression experiences, along the lines of race, gender, sexual orientation, and religion, we explore different coping mechanisms and potential linkages to mentoring. Our results indicate some underlying patterns of sense-making, categorized as coping by (a) resisting or reclaiming their voice, (b) retreating, reframing, or withdrawing, (c) rejecting or stonewalling, (d) restraining and internalizing, (e) seeking support and reconnecting (with safe spaces), and (f) redoubling (effort). For each of the coping strategies discussed, we also identify and advance mentoring linkages in the context of coping with microaggressions. Full article

(This article belongs to the Special Issue The Importance of Mentoring for Diversity, Equity and Inclusion)

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18 pages, 694 KiB

Open AccessArticle

“UHAND”—A National Cancer Institute Funded Partnership to Advance Cancer Health Equity through Scholar Training

by Arooba A. Haq, Lorraine R. Reitzel, Tzuan A. Chen, Shine Chang, Kamisha H. Escoto, Kayce D. Solari Williams, Crystal Roberson, Litty Koshy and Lorna H. McNeill

Int. J. Environ. Res. Public Health 2021, 18(10), 5054; https://doi.org/10.3390/ijerph18105054 - 11 May 2021

Cited by 5 | Viewed by 2654

Abstract

Black and Hispanic adults are disproportionately affected by cancer incidence and mortality, and experience disparities in cancer relative to their White counterparts in the US. These groups, including women, are underrepresented among scientists in the fields of cancer, cancer disparities, and cancer care. [...] Read more.

Black and Hispanic adults are disproportionately affected by cancer incidence and mortality, and experience disparities in cancer relative to their White counterparts in the US. These groups, including women, are underrepresented among scientists in the fields of cancer, cancer disparities, and cancer care. The “UHAND” Program is a partnership between institutions (University of Houston and The University of Texas MD Anderson Cancer Center) aiming to build the capacity of underrepresented and racial/ethnic minority student “scholars” to conduct research on eliminating cancer inequities by reducing social and physical risk factors among at-risk groups. Here, we examine the outcomes of the UHAND Program’s first scholar cohort (n = 1 postdoctoral fellow, n = 3 doctoral scholars, n = 6 undergraduate scholars). Data collection included baseline, mid-program, and exit surveys; program records; and monthly scholar achievement queries. From baseline to exit, scholars significantly increased their research self-efficacy (p = 0.0293). Scholars largely met goals for academic products, achieving a combined total of 65 peer-reviewed presentations and nine empirical publications. Eight scholars completed the 2-year program; one undergraduate scholar received her degree early and the postdoctoral fellow accepted a tenure-track position at another university following one year of training. Scholars highly rated UHAND’s programming and their mentors’ competencies in training scholars for research careers. Additionally, we discuss lessons learned that may inform future training programs. Full article

(This article belongs to the Special Issue The Importance of Mentoring for Diversity, Equity and Inclusion)

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10 pages, 329 KiB

Open AccessArticle

Mentoring as a Buffer for the Syndemic Impact of Racism and COVID-19 among Diverse Faculty within Academic Medicine

by Jeannette E. South-Paul, Kendall M. Campbell, Norma Poll-Hunter and Audrey J. Murrell

Int. J. Environ. Res. Public Health 2021, 18(9), 4921; https://doi.org/10.3390/ijerph18094921 - 5 May 2021

Cited by 15 | Viewed by 3387

Abstract

Within this article, we explore the dual impact of two pandemics, racism and COVID-19, on the career and psychological well-being of diverse faculty within academic medicine. First, we present a discussion of the history of racism in academic medicine and the intensification of [...] Read more.

Within this article, we explore the dual impact of two pandemics, racism and COVID-19, on the career and psychological well-being of diverse faculty within academic medicine. First, we present a discussion of the history of racism in academic medicine and the intensification of racial disparities due to the COVID-19 pandemic. As a result of the syndemic of racism and COVID-19, the outlook for the recruitment, retention, and advancement of diverse faculty and leaders within academic medicine is at risk. While mentoring is known to have benefits for career and personal development, we focus on the unique and often unacknowledged role that mentoring can play as a buffer for women and people of color, especially when working in institutions that lack diversity and are now struggling with the syndemic of racism and COVID-19. We also discuss the implications of acknowledging mentoring as a buffer for future leadership development, research, and programs within academic medicine and health professions. Full article

(This article belongs to the Special Issue The Importance of Mentoring for Diversity, Equity and Inclusion)

19 pages, 1295 KiB

Open AccessArticle

The Importance of Peer Mentoring, Identity Work and Holding Environments: A Study of African American Leadership Development

by Audrey J. Murrell, Stacy Blake-Beard and David M. Porter, Jr.

Int. J. Environ. Res. Public Health 2021, 18(9), 4920; https://doi.org/10.3390/ijerph18094920 - 5 May 2021

Cited by 18 | Viewed by 8062

Abstract

Mentoring is well-known for its positive impact on diversity and inclusion across a wide variety of organizational contexts. Despite these demonstrated advantages, efforts to develop diverse leaders either through access to informal mentoring relationships or via formal mentoring programs are often complex, expensive, [...] Read more.

Mentoring is well-known for its positive impact on diversity and inclusion across a wide variety of organizational contexts. Despite these demonstrated advantages, efforts to develop diverse leaders either through access to informal mentoring relationships or via formal mentoring programs are often complex, expensive, and frequently produce mixed results. We examine the unique impact of peer mentoring to support and develop African American leaders using a formalized program approach. Our findings show that peer mentoring is effective in providing a safe environment for the necessary work of identity to take place among African American leaders. This identity work takes the form of holding behaviors such as enabling perspectives, empathic acknowledgement and containment that are critical for the development, support and validation of diverse leaders. Our findings clearly show the benefit of external identity peer mentors for providing support and validation for African American leaders that can be absent within traditional hierarchical mentoring. By examining the outcomes of an actual leadership development program over time, we provide recommendations on how to enhance diverse leadership development by recognizing and cultivating the positive impact of identity-based peer mentoring. Full article

(This article belongs to the Special Issue The Importance of Mentoring for Diversity, Equity and Inclusion)

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9 pages, 303 KiB

Open AccessArticle

Delivering What We PROMISED: Outcomes of a Coaching and Leadership Fellowship for Mentors of Underrepresented Mentees

by Marie K. Norman, Colleen A. Mayowski, Steven K. Wendell, Michael J. Forlenza, Chelsea N. Proulx and Doris M. Rubio

Int. J. Environ. Res. Public Health 2021, 18(9), 4793; https://doi.org/10.3390/ijerph18094793 - 30 Apr 2021

Cited by 5 | Viewed by 2491

Abstract

Research demonstrates that mentorship can significantly improve career success, career satisfaction, and persistence for underrepresented (UR) minority faculty. However, many UR faculty members do not receive the mentorship they need, nor do mentors always possess the range of skills required to guide UR [...] Read more.

Research demonstrates that mentorship can significantly improve career success, career satisfaction, and persistence for underrepresented (UR) minority faculty. However, many UR faculty members do not receive the mentorship they need, nor do mentors always possess the range of skills required to guide UR mentees through the unique challenges they face. We developed a 1-year fellowship training program, PROMISED, designed to help mentors promote career self-authorship and leadership among their UR mentees. PROMISED fellows participated in a two-day in-person training to develop career coaching skills, followed by a series of one-month leadership training/mentoring modules. We assessed mentors’ skills at the start and completion of the program. We found that PROMISED fellows reported an increase in perceived skill level in nearly every training topic, with “addressing diversity” demonstrating the most significant change. These results provide evidence that career coaching and leadership training offer an effective supplement to traditional mentor training and that mentors can incorporate these skills effectively into their mentoring practice. Taken together, we believe our data suggest that a program designed to train mentors in coaching and leadership can enhance career satisfaction, persistence, and retention of their UR mentees. Full article

(This article belongs to the Special Issue The Importance of Mentoring for Diversity, Equity and Inclusion)

13 pages, 311 KiB

Open AccessArticle

The Impact of Cultural Immersion Experience on Identity Transformation Process

by Gloria Onosu

Int. J. Environ. Res. Public Health 2021, 18(5), 2680; https://doi.org/10.3390/ijerph18052680 - 7 Mar 2021

Cited by 6 | Viewed by 6087

Abstract

This study focused on understanding the cultural immersion experience of students who participated in Study Abroad Programs (SAP) and Global Service Learning Programs (GSL). The study looked at how the immersion experience impacted the participants’ view of self and others upon re-entry into [...] Read more.

This study focused on understanding the cultural immersion experience of students who participated in Study Abroad Programs (SAP) and Global Service Learning Programs (GSL). The study looked at how the immersion experience impacted the participants’ view of self and others upon re-entry into their local community. Specifically, we applied the perspective transformation theoretical framework to analyze the extent to which participation in cultural immersion programs transforms students’ perceptions of self and others. The analysis of the semi-structured interviews suggested that by engaging in intentional immersion and guided reflections, participants became aware of the need to reevaluate their perspectives, expectations, and assumptions about self and others. We also found that there were differences in the way participants experienced the cultural immersion process and the impact it had on cultural awareness and self-identity. Full article

(This article belongs to the Special Issue The Importance of Mentoring for Diversity, Equity and Inclusion)

16 pages, 995 KiB

Open AccessArticle

Personal Learning Environments that Facilitate Socio-Educational Integration of Unaccompanied Foreign Minors

by María del Carmen Olmos-Gómez, María Tomé-Fernández and Eva María Olmedo-Moreno

Int. J. Environ. Res. Public Health 2020, 17(14), 5012; https://doi.org/10.3390/ijerph17145012 - 13 Jul 2020

Cited by 5 | Viewed by 2845

Abstract

The aim of the present study was to predict the variables that facilitate integration of unaccompanied foreign minors (UFM) and to develop personal learning environment (PLE) questionnaire dimensions with respect to social integration of UFM. Methods: A social study that was descriptive in [...] Read more.

The aim of the present study was to predict the variables that facilitate integration of unaccompanied foreign minors (UFM) and to develop personal learning environment (PLE) questionnaire dimensions with respect to social integration of UFM. Methods: A social study that was descriptive in nature was conducted with a quantitative empirical-analytical focus. Results: Results from discriminant function analysis indicate that 86% of group membership was correctly classified from gender alone, with female learning environments leading to greater future success. Conclusions: It can be concluded that the predictive results possess methodological coherence. Thus, from them we can propose possible development strategies, particularly targeting males, in order to improve learning and promote social integration. According to the results obtained, improvement of learning strategies and strengthening of the very learning environments, demands new policies to be established which promote emotional improvement and better futures for UFM, especially males. Full article

(This article belongs to the Special Issue The Importance of Mentoring for Diversity, Equity and Inclusion)

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6 pages, 284 KiB

Open AccessPerspective

The Diversity Efforts Disparity in Academic Medicine

by Kendall M. Campbell

Int. J. Environ. Res. Public Health 2021, 18(9), 4529; https://doi.org/10.3390/ijerph18094529 - 24 Apr 2021

Cited by 27 | Viewed by 2994

Abstract

The diversity efforts disparity in academic medicine can be defined as part of the minority tax that negatively impacts faculty who are underrepresented in medicine. This disparity can be defined as differences between minority and non-minority faculty in their recruitment or assignment by [...] Read more.

The diversity efforts disparity in academic medicine can be defined as part of the minority tax that negatively impacts faculty who are underrepresented in medicine. This disparity can be defined as differences between minority and non-minority faculty in their recruitment or assignment by the institution to address diversity issues, climate concerns and conflict around inclusion in academic medicine. It can manifest as disproportionate committee service, being asked to be the face of diversity for the school on websites or brochures or being asked to serve on diversity task forces or initiatives. In this article, the author further characterizes the diversity efforts disparity and provides recommendations for how to identify and address it in academic medicine. Full article

(This article belongs to the Special Issue The Importance of Mentoring for Diversity, Equity and Inclusion)

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