Mentoring Experiences Research Articles

Mentorship Matters: Exploring Experiences With, and Perceptions of, Mentorship in an Undergraduate Sample

Mentorship is crucial for undergraduate students’ success, yet its definition varies widely. Understanding the nuances of mentorship experiences and perceptions is vital for optimizing mentorship programs and promoting student success. This study investigated undergraduate students’ experiences with, and perceptions of, mentorship, examining its relationship with GPA and demographic variables. A sample of 137 undergraduate students from a private Christian university participated in the study. Data were collected through an online questionnaire containing both qualitative and quantitative measures. While no significant overall relationship between mentorship and GPA was found, complex differences emerged across demographic variables. Significant differences were observed between genders in perceptions of professors and overall mentorship scale. Ethnicity was associated with experiences with mentorship and GPA, highlighting potential biases in mentor-mentee selection. Findings underscore the importance of addressing biases in mentorship selection processes and increasing faculty diversity to meet the needs of diverse student populations. Further research should explore mentorship in community colleges and vocational institutions, prioritizing access to mentorship resources for fostering a supportive learning environment.

The Impact of a Pilot Oncology Summer Internship on Oncology Awareness Among Early Medical Students from Underrepresented Backgrounds: A Mixed-Methods Study.

Oncology is a field of medicine projected to face provider shortages as cancer prevalence rises. Moreover, the diversity of oncologists remains subpar compared to that of the general population despite initiatives to increase the number of students from underrepresented backgrounds (UIM). Thus, first-year UIM medical students interested in oncology were invited to participate in a 4-week oncology summer internship (OSI) to gain clinical exposure and mentorship experiences. The OSI connected students with oncologists for mentorship, provided tours of oncologic facilities, and coordinated shadowing opportunities. The impact of the OSI was assessed via a mixed-methods approach. Pre- and post-survey data were collected from eight of the nine OSI students. Quantitative data demonstrated improvement of students' understanding of oncology as a discipline, for example its training pathways (p = .02), and awareness of patient experiences in oncology, for example socioeconomic challenges (p = .008). Students reported an increased ability to identify with those in oncology and identify mentors in the field (p = .03 and p = .05, respectively). Qualitative data demonstrated continued interest in oncology with increased commentary on the patient experience and social determinants of health. Post-survey, students provided more commentary on the need for diversity in the field and possible increased professional connections in medicine. The OSI improved students' understanding of oncology and oncology patient experiences with potentially increased identification of and connection with others in the field. Further work will focus on assessing the impact of future OSIs on professional identity formation.

"Someone to talk to": A qualitative study of oncology trainees' experience of mentorship around moral distress.

Moral distress is an intrinsic part of healthcare, particularly prevalent in oncology practitioners. Previous studies have suggested mentorship may play a role in combatting moral distress; however, there is a lack of good evidence aimed at understanding trainees' experience with either mentorship or moral distress, including the intersection between the two. We conducted a single-centre study in the hermeneutic phenomenological approach at a Canadian academic cancer centre. Six semi-structured interviews with senior oncology trainees were conducted and analysed according to the interpretive profiles hermeneutic phenomenological approach. Key findings include the idea that trainees do find mentorship valuable and helpful in navigating moral distress, which is described as common and inevitable, with a number of triggers and factors identified. However, a mentorship relationship must involve mutual respect, understanding, and honesty in order to be valuable. Additionally, engaging in open, honest discussions with mentors, particularly more senior individuals, is seen as a risk-benefit balance by trainees; vertical mentors bring more wisdom and experience, but may also have a greater impact on a trainee's future. This thought-provoking study highlights mentorship as a potential method to combat the troubling phenomenon of moral distress in oncology trainees.

Mentorship Interventions Personalized Support Systems Across Varying Higher Educational Settings: Recommendations for Personalized Educator Support

This mixed methods case study examines the experiences of mentors and mentees in a personalized mentorship support program (PMSP) at a midwestern public higher education (MPHE) institution as the program transitioned from a pilot phase dedicated to historically underrepresented educators (HUE) into year two, which sought to position the program as a viable system of institution-wide faculty support and retention. Results from year 1 and 2 of the program indicate a closing gap between faculty mentors and mentees for the outcomes of career success, intention to stay, and job satisfaction. This study provides recommendations for program strategy at varying higher education institutions to better promote program innovation and future research.

Standing in the gap: how Black women mentors make the academy bearable for other Black women

Black women in higher education routinely face and combat intersecting structural inequities to accomplish their goals in their roles as students, staff, administrators, and faculty members. Black women have also consistently found ways to create pathways to support one another in navigating multiple structural inequities in academia to achieve success. In this study, we used duoethnographic methods to explore our lived experiences of formal mentorship by Black women scholars who made the academy bearable for us. Our findings highlight, honor, and demonstrate the ways Black women stood in the gap for us as Black women in our roles as staff, doctoral students, adjunct faculty, and tenure-track faculty members in predominately white institutions. The findings illustrate the collective ways Black women scholars thrive despite the inequitable institutional culture and climate in which they work.

Community Cultural Wealth and Science, Technology, Engineering, and Mathematics (STEM) Identities as Motivators for Black Boys to Participate in a High School Academy of Engineering

Researchers have emphasized how the high school STEM-themed career academy model benefits ethnically and racially diverse learners by promoting positive STEM identities and raising the interest of students to pursue STEM college and career pathways. The purpose of this study was to examine the reasons why Black boys participated in a high school academy of engineering. We were also interested in identifying academy features that helped promote (or inhibit) positive STEM identities among Black male students. In this qualitative study, we used data from 17 Black male high school academy of engineering students. We analyzed the interview transcripts using a constant comparative method. Using an embedded case study approach, we compared our findings to the community cultural wealth (CCW) factors and the factors that researchers have found to influence students’ STEM identities. We found that the participants brought six forms of capital with them that served as sources of motivation to participate in the program. The forms of capital that were related to the CCW framework included aspirational, familial, navigational, resistance, and social. While we did not uncover linguistic capital in our data analysis, we did find an additional source of capital that was not reflected in the CCW framework. We found that the Black boys had natural STEM talent based on the formation of STEM identities. The students had high aptitudes in STEM-related subjects, and they were engaged by participating in hands-on activities. We recommend that schools integrate STEM curricula for Black boys and provide Black men to serve as STEM role models through guest speaking opportunities, job shadowing, mentoring, internships, and other work-based learning experiences.

Identifying and addressing mentorship gaps in European trauma and emergency surgical training. Results from the Young European Society of Trauma and Emergency Surgery (yESTES) mentorship survey.

European training pathways for surgeons dedicated to treating severely injured and critically ill surgical patients lack a standardized approach and are significantly influenced by diverse organizational and cultural backgrounds. This variation extends into the realm of mentorship, a vital component for the holistic development of surgeons beyond mere technical proficiency. Currently, a comprehensive understanding of the mentorship landscape within the European trauma care (visceral or skeletal) and emergency general surgery (EGS) communities is lacking. This study aims to identify within the current mentorship environment prevalent practices, discern existing gaps, and propose structured interventions to enhance mentorship quality and accessibility led by the European Society for Trauma and Emergency Surgery (ESTES). Utilizing a structured survey conceived and promoted by the Young section of the European Society of Trauma and Emergency Surgery (yESTES), we collected and analyzed responses from 123 ESTES members (both surgeons in practice and in training) across 20 European countries. The survey focused on mentorship experiences, challenges faced by early-career and female surgeons, the integration of non-technical skills (NTS) in mentorship, and the perceived role of surgical societies in facilitating mentorship. Findings highlighted a substantial mentorship experience gap, with 74% of respondents engaging in mostly informal mentorship, predominantly centered on surgical training. Notably, mentorship among early-career surgeons and trainees was less reported, uncovering a significant early-career gap. Female surgeons, representing a minority within respondents, reported a disproportionately poorer access to mentorship. Moreover, while respondents recognized the importance of NTS, these were inadequately addressed in current mentorship practices. The current mentorship input of surgical societies, like ESTES, is viewed as insufficient, with a call for structured programs and initiatives such as traveling fellowships and remote mentoring. Our survey underscores critical gaps in the current mentorship landscape for trauma and EGS in Europe, particularly for early-career and female surgeons. A clear need exists for more formalized, inclusive mentorship programs that adequately cover both technical and non-technical skills. ESTES could play a pivotal role in addressing these gaps through structured interventions, fostering a more supportive, inclusive, and well-rounded surgical community.

Undergraduate mentorship in science: A qualitative synthesis

ABSTRACT Mentoring is a common practice in higher education institutions and scientific fields. Undergraduates approach faculty members who are working on topics that match their research interests. We conducted a study to compile a qualitative synthesis of research on the mentorship experience of undergraduate science students with faculty mentors. We used the stages of meta-ethnography to guide our study. Meta-ethnography involves identifying concepts from qualitative studies to translate them into a line of argument. We screened 2,888 titles and abstracts, 71 full texts, and included 13 studies in the synthesis. We identified and organized nine conceptual categories into two themes: student success and engagement, and barriers to student progression. The findings show that faculty mentorship is key to supporting student retention and increasing the scientific pipeline.

Peer mentoring experience related to information and communication technologies. A qualitative study

IntroductionQuality and inclusive education must include Information and Communication Technologies (ICT), which is a growing trend in educational environments since the COVID-19 pandemic. These technologies have transformed learning towards more collaborative and interactive models, but they also pose a barrier due to the lack of skills or knowledge about their use. This circumstance has been identified among some first-year nursing students. ObjectiveThe present study focuses on exploring the perception of students who participated in the experience of peer mentoring to improve adaptation to the use of Information and Communication Technologies. Design and methodsThe study employed a descriptive qualitative approach, relying on in-depth interviews and a focus group conducted with 29 students who participated in the project between 2020 and 2023. Additionally, sociodemographic data and information about Information and Communication Technologies were collected through a self-administered questionnaire. ResultsThe findings indicate that mentors exhibited higher competencies than those being mentored, yet the experience was positive and satisfying for both, emerging as an effective strategy to facilitate learning. Another noteworthy result is the performance of younger students in the role of mentors, a fact that contradicts similar experiences. ConclusionIn conclusion, peer mentoring emerges as a valid strategy for acquiring digital competencies and Information and Communication Technologies among first-year nursing students, fostering more inclusive learning environments.

Gender Disparities in Mentorship and Career Outcomes in Ophthalmology.

Background: Gender disparities in the field of ophthalmology have been increasingly recognized. Although mentorship has been proposed as a contributing factor, there are limited data on the differences in mentorship experiences by gender among ophthalmologists. Objective: The purpose of this study was to evaluate gender disparities in mentorship experiences among ophthalmologists, and the impact of mentorship disparities on career outcomes. Design: Prospective, cross-sectional study. Setting: Web-based survey distributed through ophthalmology listservs. Participants: Ophthalmologists and ophthalmologists-in-training who completed the survey. Exposure: Training and practicing in the field of ophthalmology. Main Outcome Measures: Mentorship score based on 10 items from a previously published scale of mentorship quality and self-reported career outcomes (income, job satisfaction, achievement of career goals, and support to achieve future career goals). Results: We received survey responses from 202 male and 245 female ophthalmologists. Female ophthalmologists reported significantly lower mentorship satisfaction and worse quality of mentorship (p < 0.03). Female ophthalmologists also reported significantly lower income, worse job satisfaction, and lower rates of goal achievement and support to achieve future goals; all of these career outcomes, except income level, were partly mediated by mentorship score (mediation effect ranged from 29% to 68%, p < 0.014). Conclusions and Relevance: Gender-based inequities in achievement of career goals and job satisfaction are partly mediated by disparities in mentorship. Therefore, focused mentorship of women in ophthalmology at all career stages is imperative to reduce these inequities.

Mentoring Experiences of New Nontenured Faculty in Undergraduate Nursing: A Qualitative Study.

Mentoring is crucial for professional development and retention of newly hired nurse faculty, yet little is known about the actual mentoring experiences of clinical nurses in their first few years following transition into academic teaching. Individual semistructured interviews were conducted with 23 full-time nontenure-track faculty from 10 higher education institutions in seven states in the United States. All of the faculty were in the first 3 years of teaching in 4-year undergraduate nursing programs. Five themes emerged: (1) chaotic work environments characterized by unpredictable workloads, absence of reliable support, and inconsistent access to information; (2) a de facto do-it-yourself system in which nurses pieced together their own support; (3) reliance on personal social networks; (4) yearning for real mentorship; and (5) future plans about staying in the role. A gap exists between widely touted recommendations about mentoring and the reality of mentoring for newly hired nontenure-track faculty. [J Nurs Educ. 2024;63(8):525-532.].

Competing practice-based mentoring frameworks for student-teachers: between quasi-residency and expedited alternative teacher preparation

ABSTRACT At their best, teacher preparation programmes harness the power of mentoring to provide professional, emotional, and organisational support for novice teachers and student-teachers. While teacher mentoring research provides much information regarding effective practices, little is known about how different preparation tracks structure the mentoring they provide. Based on interviews with student-teachers (n = 24), this paper examines and compares the mentoring experiences of students in two different, highly reputed Israeli teacher preparation tracks; Academia-Classroom and Hotam. The analysis focuses on emerging similarities and differences between the tracks, indicating two structural aspects associated with the intensity of mentoring – the division of mentors’ roles and co-teaching – that hindered or supported the quality of student-teachers’ mentoring experience. It exemplifies that, despite the importance of individual agency and interpretation, structural programmatic features are key factors in shaping teacher preparation processes and outcomes.

How Students Make Sense of Mentorship Experiences During the Transition from High School to College: A Positioning Analysis

&lt;i&gt;Mentorship in higher education is widely acknowledged for its positive impact on students. Many institutions have implemented one-on-one guidance systems, such as faculty advising programs and faculty/peer mentorship initiatives. Yet, there remains a gap in understanding how students perceive mentoring, particularly during the transitional period before and early in their time in college. In light of the increasing focus on emerging adulthood within the field of developmental psychology, understanding students’ academic development during their transitioning years, particularly the role of mentorship becomes increasingly essential. This qualitative study employs positioning analysis to explore students’ evolving sense-making of mentoring relationships during two distinct phases: the final year of high school and the first year of college. This research conducts a comparative analysis to investigate how two students’ perceptions of mentorship change during their transition into college and differ from one another. The study aims to illuminate students’ sense-making of mentors and mentorship experiences throughout their high school and college transition and explores the unique ways students discuss mentorship as they transition. The findings unveil the contrasting experiences and evolving roles of mentors of each participant through the lens of their lived experiences, providing an insight into students’ individual developing conceptions of mentors and mentorship experience. This study offers a nuanced understanding of first-year college students’ sense-making activities as they navigate the complexities and academic demands of college. The insights gained from this study not only illuminate how qualitative methods provide yet-to-be-understood processes but also can further contribute to designing mentorship programs in higher education settings tailored to meet students’ needs from the moment they step onto campus. As the research landscape continues to evolve, qualitative studies like this contribute to the ever-advancing knowledge and practice of mentorship in higher education, supporting the diverse developmental needs of today’s college students.&lt;/i&gt;

Institutional factors that affect faculty mentoring in academic nursing programs

BackgroundMentoring in academic nursing facilitates the acclimation of nurse faculty into academia, supports career development, and improves faculty satisfaction and retention. While studies have examined the characteristics of effective mentors, few have examined institutional influences on academic mentoring for faculty. PurposeTo identify institutional factors that support or hinder faculty-to-faculty academic mentoring from the perspectives of experienced nurse faculty mentors. MethodA qualitative descriptive approach was used to identify institutional factors that impact academic mentoring. Semi-structured interviews were conducted with experienced nurse faculty (n = 24) about their mentoring experiences. Remarks related to institutional factors were analyzed using conventional content analysis. ResultsFive institutional factors that supported mentoring were identified: (1) support of unit leaders, (2) established processes and policies, (3) mentoring development opportunities, (4) faculty-to-faculty support, and (5) faculty rewards. Six institutional factors that hindered mentoring were identified: (1) lack of support of unit leaders, (2) limited mentoring development opportunities, (3) heavy workloads that restrict mentoring, (4) limited pool of mentors, (5) inadequate faculty rewards for mentoring, and (6) limited oversight of faculty mentoring. ConclusionThe identification of institutional factors that support or hinder mentoring can inform academic leaders and program administrators in their efforts to strengthen mentoring.

Artificial Intelligence in Medical Education and Mentoring in Rehabilitation Medicine.

Artificial intelligence emerges as a transformative force, offering novel solutions to enhance medical education and mentorship in the specialty of physical medicine and rehabilitation. Artificial intelligence is a transformative technology that is being adopted in nearly every industry. In medicine, the use of artificial intelligence in medical education is growing. Artificial intelligence may also assist with some of the challenges of mentorship, including the limited availability of experienced mentors, and the logistical difficulties of time and geography are some constraints of traditional mentorship. In this commentary, we discuss various models of artificial intelligence in medical education and mentoring, including expert systems, conversational agents, and hybrid models. These models enable tailored guidance, broaden outreach within the physical medicine and rehabilitation community, and support continuous learning and development. Balancing artificial intelligence's technical advantages with the essential human elements while addressing ethical considerations, artificial intelligence integration into medical education and mentorship presents a paradigm shift toward a more accessible, responsive, and enriched experience in rehabilitation medicine.

(Mis)alignments between postdoctoral and supervisors' perceptions of mentorship competencies in engineering and computer science

AbstractBackgroundPostdoctoral training holds an increasingly important place in preparation for leading academic and research positions. While little empirical research has described postdoctoral training beyond the sciences, across all fields, “misaligned expectations” are often touted as a key source of postdoctoral strife.Purpose/HypothesisThis article describes mentorship competency beliefs within engineering and computer science fields, which increasingly engage in postdoctoral training.Design/MethodAn embedded mixed‐methods design was used to quantitatively identify mentorship profiles from survey data using latent profile analysis (LPA) from a sample of n = 118 postdoctoral scholars and n = 165 postdoctoral supervisors. Qualitative thematic analysis of interviews with n = 29 postdoctoral scholars and n = 20 postdoctoral supervisors was used to identify meaning in the differences between quantitative profiles. The combination of LPA with thematic analysis enabled the triangulation of distinct postdoctoral mentorship profile definitions.ResultsLPA identified six postdoctoral fellow profiles and four supervisor profiles, which became clearly definable through thematic analysis. Postdoc profiles included Technical Manager, Autonomy Focused Advisor, Stretched Mentor, Well‐Rounded Mentor, Exemplar Mentor, and Leader‐Mentor, while supervisor profiles included Autonomous Mentor, Reflective Mentor, Research Lab Mentor, and Confident Leader‐Mentor. Some of these are aligned, but several are not, giving insight into the phenomenon of “misaligned expectations” in postdoctoral literature.ConclusionsThe mentorship profiles illustrate the misalignment in expectations, which leads to negative mentorship experiences for many postdoctoral scholars.

Remote Summer Research Program to Improve Opportunity and Mentorship for Underrepresented Students With Interest in Orthopaedic Surgery: 3-Year Experiences.

Medical students are challenged with a limited number of research opportunities to help prepare for an exceptionally competitive process for matching in an orthopaedic residency. The aim of this study was to assess the 3-year experience of our 8 to 10-week remote summer research program in support of underrepresented students with an interest in orthopaedic surgery. We received over 500 applications, and a total of 37 students (7.4%) participated in the program over the past 3 years. A total of 14 faculty mentors were matched with 1 or 2 students each. The research program delivered a curriculum including (1) research-related topics led by a content expert; (2) weekly faculty lectures discussing topics including orthopaedic conditions, diversity in orthopaedics, leadership, and work-life balance; and (3) a minimum of 8 weeks of mentorship experience with an assigned faculty and a peer mentor. Students and faculty were surveyed to measure skill progression, research productivity, and program satisfaction. Program participants represented a range of race/ethnic backgrounds and research experience levels. The cohort included a high rate of female (51%) and Black (35%) participants relative to representation of these groups in orthopaedic surgery. Postprogram surveys indicated that all participants improved their research skills, orthopaedic interest, and mentorship/networking skills. Most students (89%) stated that they were adequately matched to their faculty mentor. Most students (79%) indicated that they contributed to either manuscript or conference abstract as coauthors. The study findings suggest improved research skills, interest, and confidence to pursue orthopaedic residency and mentorship/networks in the field. Our long-term vision is to improve the accessibility and quality of mentorship for underrepresented students to foster an equitable pathway into the field of orthopaedic surgery.

A Novel Approach to Mentorship in Pediatric Cardiology: A Group for Women.

Gender disparities for female physicians in academic medicine are longstanding. Female pediatric cardiologists experience inequities in scholarship opportunities, promotion, leadership positions, and compensation. Mentorship groups have been successfully implemented in other subspecialities with promising results. We created a peer mentorship group for female pediatric cardiologists in the Northeast and completed a needs assessment survey of eligible participants. Our goal was to better understand the current challenges and identify resources to overcome these barriers. Our objectives were to (1) describe the creation of a novel mentorship program for female pediatric cardiologists and trainees in the Northeast United States, and (2) report the results of a formal needs assessment survey of all eligible participants. All female pediatric cardiology fellows and practicing pediatric and adult congenital heart disease specialists from 15 academic centers in New England were invited to join a free group with virtual meetings. A formal needs assessment survey was provided electronically to all eligible members. The vast majority of respondents agreed that the Women in Pediatric Cardiology (WIPC) group is a valuable networking and mentorship experience (90%) and would recommend this group to a colleague (95%). Members have witnessed or experienced inequities in a broad range of settings. Common challenges experienced by respondents include dependent care demands, lack of mentorship, inadequate research support, and inequitable clinical responsibilities. Resources suggested to overcome these barriers include mentorship, sponsorship, transparency in compensation, and physician coaching. Mentorship groups have the potential to address many challenges faced by women in medicine. The WIPC Northeast program provides a forum for community, collaboration, education, and scholarship.

Mentoring: Shaping the professional identity of the academic internal medicine hospitalist.

Burnout and lagging academic productivity are pressing challenges in hospital medicine, leading to stagnation and attrition. Mentoring shapes professional identity formation and enhances faculty vitality and retention, but has not been optimized among academic hospitalists. We sought to explore how mentoring impacts academic hospitalist professional identity and to elucidate barriers to mentoring in the field. We conducted focus groups at three academic medical centers. Informed by social-constructivist theory of identity development, we coded deidentified data and performed thematic analysis. Thirty-one academic hospitalists participated with 1 to >20 years experience. Mentoring shaped professional identity formation in six core domains: choosing academic hospital medicine, identifying and focusing on an area of interest, progressing career, navigating work-life integration, staying in academic medicine, and becoming a mentor. Distinct models included dyadic mentoring, peer mentoring, organic mentoring, and mentoring teams, each with benefits and limitations. We identified nine key mentoring actions that influenced hospitalist professional identity formation and career development. Mentoring barriers included lack of time, awareness, and access to experienced mentors, as well as poor quality mentoring and mentor-mentee malalignment. Aspects of hospitalists' professional identity also posed barriers, including ambivalence around academic identity. Mentoring fosters academic thriving and retention in academic hospitalists. Access to effective mentoring remains lacking due to few senior mentors in the relatively new field of hospital medicine and reticence in academic identity, among other factors. Mentoring training, impact on underrepresented minority hospitalists, and integration into institutional culture should be considered for enhancing the career development of academic hospitalists.

Perceptions and outcomes of a nationwide remote pharmacy mentorship program

AbstractIntroductionMentorship is crucial for professional development in health care. However, the outcomes of national remote mentorship programs in pharmacy remain largely unexplored. This study evaluates the perceptions and experiences of student pharmacists, residents, fellows, and nontrainee pharmacists in such a program.ObjectivesThis study aimed to assess the perceptions and outcomes of a nationwide remote pharmacy mentorship program designed for student pharmacists, residents, and fellows. It explores the efficacy, benefits, and barriers within a national pharmacy professional organization mentorship program.MethodsThe mentor and mentee experiences in the American College of Clinical Pharmacy (ACCP) Ambulatory Care Practice and Research Network (PRN) from program years 2019–2022 were assessed using an anonymous online survey, employing a mixed‐methods approach. The survey featured quantitative Likert scale and qualitative free‐response questions. In addition, publicly available online sources provided data for postprogram placement outcomes of learner participants in the program. Summary statistics were computed from the quantitative data, and content analysis was applied to the qualitative data.ResultsOf the 356 invited program participants, 48 mentors (32.7%) and 18 mentees (8.6%) responded to the survey. Most respondents agreed or strongly agreed on the program's effectiveness, contributing to a high postprogram placement rate in residencies and ambulatory care positions, emphasizing the program's success in supporting career progression. Respondents recognized significant benefits like career development and professional satisfaction. Notable demographic disparities, especially in age, gender, and race, were observed among participants. The study also identified logistical challenges that impeded the program's full potential.ConclusionDespite limitations, including a low number of responses, the study revealed that remote mentorship may positively affect professional development and well‐being. The data supports the program‐impacted respondent involvement and professional growth. Moreover, these findings suggest the need for further research to address the program barriers and disparities in participation.