Formal Mentoring Programs Research Articles

Utilization and Meaningfulness of National Association of Neonatal Nurse Practitioners' Mentoring Toolkit Activities.

Mentoring is a process in which a more skilled or experienced person builds a supportive relationship with a less experienced person to promote the latter's professional development. The National Association of Neonatal Nurse Practitioners (NANNP) supports the establishment of formalized mentoring programs for neonatal nurse practitioners (NNPs) and published a mentoring toolkit in 2017. Completing suggested activities outlined in the toolkit promotes the incorporation of evidence-based practice into the NNP professional role. This quality improvement project's purpose was to measure utilization and meaningfulness of NANNP mentoring toolkit activities. A convenience sample of 21 nurse practitioners was paired in 2 mentoring cohorts. Dyads were encouraged to meet monthly to complete NANNP mentoring toolkit activities in the context of a formalized mentoring program. Monthly data were collected to evaluate use and meaningfulness of the toolkit activities. Quantitative data included frequency and length of mentoring meetings, activities completed, and ratings of meaningfulness on a Likert-type scale. Six of the 9 (67%) NANNP mentoring activities completed by the 2 cohorts were rated as "meaningful" or "very meaningful" by participants. Activities from the NANNP mentoring toolkit provide structure to mentoring relationship development. Recognizing the challenge to recruit and retain NNPs, organizations are encouraged to explore creative solutions to develop and support formalized mentoring programs. Further research is warranted to validate use of NANNP toolkit activities in the establishment and evaluation of a formalized mentoring program in various neonatal intensive care unit settings.

TOWARDS AN EVIDENCE-BASED PROGRAM OF MENTORING IN THE ROMANIAN MILITARY

Mentoring seems to be beneficial for both employer and employee. However, success is not necessarily the outcome of a formal mentoring program. In this paper we look for the best evidence available that can support the formalization of mentorship in the Romanian Military. Where empirical data is not available we use case studies, historical data, and good practices. In the final section of the paper we formulate recommendations for the design of a semi-formal mentoring pilot program.

A 12-Year North American Longitudinal Study of Gender Equity and Equality in Gastroenterology

A 12-Year North American Longitudinal Study of Gender Equity and Equality in Gastroenterology

Exploring the role of faculty and staff mentors in fostering ethical leadership among undergraduate students: “We have to narrow the distance”

PurposeThe purpose of this interdisciplinary study is to identify the aspects that faculty, student affairs educators and students indicate as salient for effective mentoring relationships that enhance ethical leadership development.Design/methodology/approachThis exploratory qualitative inquiry used the Relational-Ethical-Affective-Dialogic (READ) mentoring model as a framework to examine the experiences of 13 undergraduate mentees and faculty/staff mentors in a formal mentoring program. Each study participant engaged in one semi-structured interview. Researchers coded and analyzed data using the sort and sift, think and shift process identifying power quotes to guide the thematic analysis.FindingsThe data collected in this study revealed insights into the aspects of mentor relationships that both undergraduate mentees and their mentors perceived as contributing to students' ethical leadership development. Salient elements included: (1) relational features of the mentee-mentor dynamic including trust and reciprocity; (2) structural features of the mentoring program including its focus on ethics; and (3) mentoring approaches that were attentive to power and positionality within the mentoring relationship and involved professional judgment about self-disclosure.Originality/valueThis study adds to the literature by exploring effective mentoring for ethical leadership development across disciplines. With colleges and universities serving a vital role in preparing the next generation of leaders for ethical engagement in their democratic and professional roles after graduation, it is imperative to broaden our understanding of how faculty and staff can support students' ethical leadership development.

Formalized Mentorship in Radiation Oncology: Bridging Existing Gaps in Mentorship

<h3>Purpose/Objective(s)</h3> The American College of Radiation Oncology (ACRO) Resident Committee offers a mentorship program to medical students, residents, and new practitioners. This program provides a unique opportunity to develop formal mentorship on a national level to bridge existing mentorship gaps. This abstract examined the perceived benefits of a formal mentorship program. <h3>Materials/Methods</h3> All applicants provided demographic information and specific mentorship need requests. Pairings occurred periodically based on a personalized pairing process. This year, due to COVID-19, all sessions were held virtually. A questionnaire was designed in Google Forms based on the Society for Women in Radiation Oncology (SWRO) annual survey to evaluate the mentorship program. Data were collected and analysis was conducted using JMP version 15(SAS Institute Inc, Cary, NC). <h3>Results</h3> Since June 2020, 78 individuals enrolled: 28 to become a mentor, 38 to become a mentee; 12 were interested in both. The mentor group consisted of radiation oncology residents (47.5%), academic faculty (40%) and private practice physicians (12.5%). 57.5% of the mentors were males and 4% associated with the LGBTQI+ community. Geographic distribution of mentors: 40% Midwest, 27.5% South/Southeast, 15% Northeast, 12.5% West Coast and 5% international. Among resident mentors, 58% were Junior (PGY1-3) and 42% were senior (PGY4-5) residents. Among mentees, 50% were residents, followed by medical students (46%) and new practitioners (4%). There were equal number of males and females. The geographic distribution was: 32% Midwest, 22% South/Southeast, 36% Northeast, 2% West Coast, and 8% international. The distribution across residency training years was: 57% Junior (PGY1-3) and 43% Senior (PGY4-5). The survey was sent out in January 2021 and we currently have 29/78, 37% response rate. This survey showed the most common method of communication was email (59%), followed by video call (52%) and phone (48%). 62% had at least 2 interactions since being paired. Both parties set up the interactions in 59% of pairs, followed by mentees being responsible in 24%. Mentors reported experiencing mutual respect (94%), a personal connection (67%), clear expectations (44%), and shared values (44%). Mentees similarly reported mutual respect (94%), shared values (76%), a personal connection (59%) and clear expectations (47%). 96% had mentor/mentee relationship outside ACRO program; however, 62% felt that a formal program is more beneficial than informal opportunities. <h3>Conclusion</h3> The results of our mentorship program highlight the continued interest and need for formal radiation oncology mentorship programs. The major strength of the program has been the high rates of interaction which is based on mutual respect, shared values and personal connection. Areas of future focus includes recruiting more new practitioners and private practice radiation oncologists to help enrich and diversify the mentorship program.

Formal Research Mentorship of Medical Students in Radiation Oncology: A 15-Year Experience

<h3>Purpose/Objective(s)</h3> At our institution, students receive formal research mentorship by radiation oncology faculty mentors through structured research programs, such as the Medical Student Summer Research Program (MSSRP) and radiation oncology research elective, as well as in extracurricular research time. In this analysis, we report the research productivity of students who engaged in formal radiation oncology mentorship over the past 15 years. <h3>Materials/Methods</h3> We compiled a database of all publications, consisting of abstracts (including oral and poster presentations) and manuscripts, co-authored by 58 students from 2005 to 2020. We searched radiation oncology faculty curriculum vitae as well as PubMed to identify publications with student authors. The means, medians, ranges, and interquartile ranges (IQR) of co-authorships and first authorships were calculated for the overall cohort and compared for male versus female students as well as students who matched into radiation oncology and those who matched into other fields. <h3>Results</h3> Among all 58 students, 106 unique abstracts and 70 unique manuscripts were identified. Of the 58 students, 54 (93.1%) published at least one abstract or manuscript. The mean number of abstract co-authorships per student was 3.07 (median 2, range 0-25, IQR 0-4), and the mean number of manuscript co-authorships per student was 2.22 (median 1, range 0-18, IQR 1-3). There were no significant differences in research output between male and female students. However, the students who matched into radiation oncology published more co-author manuscripts (mean 3.67, median 3, IQR 1-5) than those who matched into other fields (mean 1.63, median 1, IQR 1-2), <i>P</i> = 0.014. They also published more first-author manuscripts (mean 1.62, median 2, IQR 0-3) than those who matched into other fields (mean 0.53, median 0, IQR 0-1), <i>P</i> = 0.006. Among the 51 students who have graduated, the top three specialties that students matched into were radiation oncology with 21 (41.2%) students, internal medicine with 9 (17.6%) students, and radiology with 6 (11.8%) students. <h3>Conclusion</h3> In this 15-year analysis, students mentored by radiation oncology faculty are successful with high research productivity. The results of this analysis lay the groundwork for further implementation of formal medical student research mentorship programs, which will in turn allow for more research on the benefits of mentorship. Further research is warranted to assess whether skills gained from student-directed research translate into residency and beyond.

Feasibility of implementing formal long-distance mentorship for public health physicians: a case study of Association of Public Health Physicians of Nigeria

BackgroundConflicting schedules and geographic access limit prospects for mutually beneficial relationships between experts and early career professionals. A formal long-distance mentorship program could address these barriers and potentially bridge the gap of traditional face-to-face mentorship. This study was done to determine the feasibility of implementing a formal long-distance mentorship program amongst public health physicians of Nigeria.MethodA mixed-method study comprising of in-depth interviews and surveys was used to collect information from members of the Association of Public Health Physicians in Nigeria. A total of 134 survey participants were recruited consecutively during an annual scientific meeting of the association. In-depth interviewees were purposively selected to ensure diversity in expertise, experience, and social stratifiers such as age. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using thematic content analysis.ResultsPublic health physicians of Nigeria are willing to participate in a formal Long-Distance Mentorship Program, and four elements of feasibility were highlighted as necessary for implementing the program. Namely i) capacity to coordinate LDMP, ii) technical expertise and individual competence to provide mentorship, iii) financial capacity to implement and sustain LDMP, and iv) demand for mentorship by mentees. There is a consensus that the organizational structure of the National Postgraduate Medical College of Nigeria and West African College of Physicians provide an enabling environment to initiate a LDMP for public health physicians of Nigeria. The vast human resources with various expertise and the annual National conferences can be leveraged upon to champion and administer the program. However, there is a need for an administrative structure and technical expertise to enable proper coordination. More so, the need for demand creation and the financial requirement was considered gaps that need to be filled to be able to ensure feasibility. Bivariate analysis showed a significant relationship between the dependent variable (preferred role- mentor/mentee) and independent variables (age, year of graduation, and the number of years of practice), while the binary logistic regression model showed that physicians are more likely to participate as mentors with each unit increase in the number of years of practice. This further buttressed the need to commence the mentoring process as soon as trainees gain entrance into the program, as mentorship does not just prepare them for excellent public health practice, but also builds their capacity to mentor the younger and upcoming public health physicians.ConclusionThere are enabling structures to incorporate a formal long-distance mentorship program for public health physicians in Nigeria, and physicians are willing to participate in such a program. However, the feasibility of establishing a successful and sustainable program will require robust coordination, technical expertise, demand creation, and financial commitment at both institutional and college levels.

Mentee Perceptions of Public School Superintendent Mentorship in a Rural, Midwest State

Superintendent formal mentorship programs have traditionally relied on geographic proximity and mentor availability to pair new superintendents with mentors. This study examines which mentor characteristics contribute to mentee satisfaction with the formal mentorship program. This study used a quantitative research design in which participants completed a survey used to compare mentor characteristics to mentee satisfaction with the program. 73 (49.6%) superintendents participated in the study, of which 19 had participated in a formal mentorship program. The overall research results suggest that two mentor characteristics, Leadership/Disposition Qualities and Mentor Availability had a significant positive relationship to mentee satisfaction with the formal mentorship program. This study suggests modern technology may be utilized in order to facilitate mentorship pairing based on valued characteristics rather than the traditional criteria of geographic proximity and mentor availability.

Examining Job Satisfaction and Intent to Stay for Neonatal Nurse Practitioners: The Impact of Mentoring.

In 2017, the National Association of Neonatal Nurse Practitioners (NANNP) recommended that organizations implement formalized mentoring programs for neonatal nurse practitioners (NNPs). There is significant evidence to support that mentoring positively impacts nurse practitioners' job satisfaction and retention. However, there is a lack of evidence-based literature specific to NNP mentoring. Determine the impact of participation in the NANNP formalized mentoring program on job satisfaction and retention for novice and experienced NNPs in an academic medical center in Tennessee. This quality improvement project utilized a secure online survey that included the Misener Nurse Practitioner Job Satisfaction Scale (MNPJSS) and 2 intent-to-stay items prior to implementation of a 6-month mentoring program. Neonatal intensive care unit nurse practitioners completed the same electronic survey at 3 intervals after program implementation to determine the impact of the mentoring program on job satisfaction and intent to stay. Project results identified a significant difference in MNPJSS scores for participants in a 6-month formal mentoring program using the NANNP tool kit. The MNPJSS scores moderately correlated with intent to stay at 1 year and strongly correlated with intent to stay at 3 years. The results of this project support the positive impact of a formalized mentoring program on job satisfaction for new graduate nurse practitioners. Recognizing the challenge to recruit and retain NNPs, organizations should explore creative solutions to develop and support formalized mentoring programs. Further research is warranted to validate use of the NANNP tool kit in the establishment and evaluation of a formalized mentoring program.Video abstract available at:https://journals.lww.com/advancesinneonatalcare/Pages/videogallery.aspx .

Development and assessment of a nationwide, cross-discipline women faculty mentoring program

IntroductionProfessional health care associations present a unique opportunity for formal mentorship programs, with membership often spanning a variety of experiences, professional ranks, and institutions. However, scarce literature describes the role of professional associations in the development and assessment of mentoring programs. This paper describes development of the American Association of Colleges of Pharmacy Women Faculty Special Interest Group (SIG) mentoring program and characterizes the impact of the program. MethodsThe task force collaboratively developed the mission, vision, and structure of the mentoring program, posted the program description on the SIG's electronic forum, and called for mentors and mentees via an online survey asking for matching preferences. The task force reviewed responses and designated matches. Participants were emailed match information and a guidance document. The program was assessed at three, six, and 12 months via electronic survey. ResultsThe program matched 43 mentors with 77 mentees, with each mentor assigned one to three mentees. At the three- and six-month assessments, 89% and 87% of respondents, respectively, indicated they had met with their mentor/mentee. At the 12-month assessment, 86% of mentor respondents and 80% of mentee respondents stated the mentoring program met their needs/expectations. Career goal development, work/life integration, and difficult work situations were the most frequently discussed topics. Most participants stated they would continue to serve as a mentor/mentee in a future cycle and recommend other faculty members participate. ConclusionsResults from three-, six-, and 12-month assessments indicated a positive impact of developing a nationwide, organizational, cross-discipline mentoring program.

Cadet mentoring program: Best practices for success

ABSTRACT In this article, we identify challenges and best practices associated with a formal mentoring program at a US military service academy. Although research has shown that mentored individuals benefit in numerous ways, little information exists regarding the effectiveness of formal mentoring in the military context. Because substantial time is dedicated to mentoring cadets in military academies, a research study on cadet mentoring experiences could yield preliminary evidence useful for validating current practices and/or pinpointing areas in need of improvement in such a highly structured environment.

Being a Mentor in open source projects

Mentoring is a well-known way to help newcomers to Open Source Software (OSS) projects overcome initial contribution barriers. Through mentoring, newcomers learn to acquire essential technical, social, and organizational skills. Despite the importance of OSS mentors, they are understudied in the literature. Understanding who OSS project mentors are, the challenges they face, and the strategies they use can help OSS projects better support mentors’ work. In this paper, we employ a two-stage study to comprehensively investigate mentors in OSS. First, we identify the characteristics of mentors in the Apache Software Foundation, a large OSS community, using an online survey. We found that less experienced volunteer contributors are less likely to take on the mentorship role. Second, through interviews with OSS mentors (n=18), we identify the challenges that mentors face and how they mitigate them. In total, we identified 25 general mentorship challenges and 7 sub-categories of challenges regarding task recommendation. We also identified 13 strategies to overcome the challenges related to task recommendation. Our results provide insights for OSS communities, formal mentorship programs, and tool builders who design automated support for task assignment and internship.

An assessment tool for evaluating the National Institute of General Medical Sciences COBRE and INBRE mentoring programs

The National Institute of General Medical Sciences (NIGMS) mandates that its Centers of Biomedical Research Excellence (COBRE) and Institutional Development Award Networks of Biomedical Research Excellence (INBRE) institute formal mentoring programs to promote the core program objective of junior investigator development. Despite this NIGMS requirement, and the many career-related benefits associated with mentoring, few tools exist for purposes of rigorously evaluating COBRE and INBRE mentoring programs. The purpose of this project was to develop a mentoring assessment tool to aid in the evaluation of COBRE and INBRE mentoring programs. In study 1, a list of items comprising the tool was created via a multiphase item generation process based on input received from subject matter experts within the Cognitive and Neurobiological Approaches to Plasticity Center. In study 2, feedback about this tool was solicited from 78 grant directors, mentees, and mentors representing 21 unique COBRE programs and 8 unique INBRE programs from across the United States. The results provide initial evidence that this tool possesses suitable psychometric properties, is a flexible instrument with many potential uses, and represents a valuable resource for helping evaluate COBRE and INBRE mentoring programs. Having a tool for evaluating mentoring can help promote the grant success and career development of junior investigators in COBRE and INBRE programs and help program directors develop more sustainable research centers.

Mentoring and Support for Underrepresented Nursing Faculty: An Integrative Research Review.

Nursing faculty members may need several mentors to succeed in scholarly productivity, career development, work-life balance, and socialization in the academy. Underrepresented (UR) faculty report additional challenges to success. The aim of this study was to search the literature for best practices in mentoring UR faculty. An integrative review was conducted to identify best and evidence-based practices for mentoring UR faculty, including gender, sexual minority, race, ethnicity, and geographic remoteness (rural). Fifteen articles were rated on evidence and methodological quality. Successful mentorship programs include honest communication, including all stakeholders in forming a mentoring program, goals and activities that come from the mentees, and guaranteed resources. Underrepresented nursing faculty may benefit from formal mentoring programs, but more research is needed.

Development of a Formalized, Multifaceted Mentorship Program in Physical Medicine and Rehabilitation Residency Education.

Mentorship in medicine has long been a vital component to the training, development, and career advancement of physicians. Although optimal strategies for facilitating mentorship relationships are unknown, it is recognized that establishing a formalized mentorship program within residency training may augment mentor-mentee pairing, improve overall trainee experience, and enhance resident perception of strong mentoring relationships. A formalized mentorship program was successfully developed in a Canadian physical medicine and rehabilitation residency program, including innovations such as near-peer self-matching, a needs assessment survey, a speed dating event, formation of "link groups," and "fireside chats" with faculty members. This approach may serve as a guide for other medical education and residency programs seeking to implement a similar concept.

#UroStream101: Social Media as a Medium for Mentorship in Urology

Show feasibility of and develop a program to provide mentorship for applicants to urology residency during COVID-19 using a virtual program, #UroStream101. Urology resident volunteers were paired with fourth year medical students based on shared areas of urologic interest and geographic location. A mentorship guide was provided.Mentees were offered an opportunity to design a twitter based educational resource, tweetorial, with mentor supervision.Program success was assessed by participation and with MEMeQ, a validated mentorship assessment survey. A total of 111 students and 93 urology residents enlisted in #Urostream101. All AUA sections were represented. At time of enrollment, 19% (n=21) of medical students lacked affiliation with urology department, 24% (n=27) lacked urology mentors, and 32% (n=36) had no formal clinical exposure to urology.Many students joined twitter during the application cycle (45% within 1 month of enrollment, n=50) for solely professional reasons (71% of participants, n=79).When asked their top priority in participating in #UroStream101, most students answered resident mentorship (61%, n=68) followed by exposure to a geographically distant urology program (32%, n=36). Twenty tweetorials were created spanning the breadth of urology.A total of 29 students (26%) completed the full MEMeQ evaluation survey, assessing a student's goals and satisfaction with mentor.Overall program satisfaction was 6.1/7 on Likert scale, "very satisfied."Students identified program selection and ERAS application assistance as their main goals. #UroStream101 was a successful mentorship program for students interested in urology.This was desperately needed during an atypical application cycle and provides invaluable insight into further development of formal mentorship programs.

Application of mentorship program for another aspect of surgical residency training: The importance of academia in surgical training.

Traditionally, surgical residency training is more focused on obtaining surgical skills through a well-established coaching system worldwide. However, constant advances in medical science require surgeons to learn not only surgical skills but also the ability of scientific research to improve clinical practice and future professional development. The study aims to emphasize that professional education in terms of scientific research is also significant for surgical residency training.All residents who had been recruited in a medical center for the surgery residency program between years 2006 and 2015 were evaluated in the study. Generally, every resident is assigned to a mentor since the first year of residency. Then, the mentor would help the resident qualify a 2-step evaluation in terms of scientific research during the residency training program.A total of 193 residents were evaluated in the study. All of them had completed the first step regarding oral presentation of their designated research, and the majority of residents obtained 80 to 90 points that were rated by referees. Overall, 102 residents (52.8%) had completed the second step with the publication of a research manuscript. The percentage of residents who had fulfilled the criteria of this 2-step assessment ranged from 35.3% to 81.8% by year.The continuing education for surgical residents should not be limited in coaching clinical practice. Scientific research is also essential for current surgical residency training, and a formal mentorship program may be beneficial for the future professional development of surgical residents. However, the success of the 2-step evaluation could possibly depend on the career choices of the residents instead of the mentorship program.

Exploring Mentorship as a Novel Approach to Improving Quality of Life in Sarcoma Survivors: A Qualitative Pilot Study.

Backgrounds To investigate whether a formal mentoring program involving mentors from the business community could improve the quality of life (QoL) of sarcoma survivors struggling with the late effects of treatment. Methods Seven former sarcoma patients participated in an eight-month formal mentoring program. The program was assessed through a qualitative study involving a phenomenological approach that utilized a hermeneutical design. In-depth, semistructured interviews were conducted with the mentees after the intervention and six months later. The mentors were interviewed after the program was over. The gathered data were interpreted using a thematic analysis. Results The program facilitated dialogue between the mentors and mentees as well as between the mentees. Afterwards, the mentees were more willing to accept the challenges they faced following cancer treatment. During the program, the mentees were pushed out of their comfort zone, which led to mastery and personal growth in them all. However, the program also revealed some additional challenges, including unfulfilled expectations in two mentor-mentee relationships. Conclusions The mentoring program facilitated the mentees' reorientation and enhanced their QoL. Its eight-month duration appeared important in terms of allowing the mentees to go through a long-lasting process with continued support. The program could serve as the basis for larger studies involving other cancer survivors.

Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs.

PurposeDuring medical residency programs, physicians develop their professional identities as specialists and encounter high expectations in terms of achieving competencies. The responsibilities of medical trainees include caring for patients, balancing work with personal life, and weathering stress, depression, and burnout. Formal academic mentoring programs strive to ease these burdens. The coronavirus disease 2019 (COVID-19) pandemic has altered the trainee–academic mentor relationship, and solutions are needed to address these challenges. The present study aimed to evaluate the formal academic mentoring process through trainees’ perceptions and expectations of formal mentoring programs during COVID-19 in Indonesian cardiology residency programs.MethodsThis cross-sectional study used a self-administered online questionnaire to capture trainees’ perceptions and expectations regarding academic mentoring programs in 3 cardiology residency programs in Indonesia from October to November 2020. The questionnaire was developed before data collection. Perceptions of the existing mentoring programs were compared with expectations.ResultsResponses were gathered from 169 out of 174 residents (response rate, 97.3%). Most trainees reported having direct contact with COVID-19 patients (88.82%). They stated that changes had taken place in the mode and frequency of communication with their academic advisors during the pandemic. Significant differences were found between trainees’ perceptions of the existing mentoring programs and their expectations for academic mentoring programs (P<0.001).ConclusionDespite the challenges of interacting with their academic mentors, trainees still perceived academic mentors as a vital resource. Study programs need to consider trainees’ expectations when designing academic mentoring programs.

A Pilot Evaluation of a Social Justice and Race Equity Training for Volunteer Mentors.

Mentor training on cultural humility is an area of needed support in formal youth mentoring relationships. This pilot study used an experimental design to examine the role of a social justice and race equity training on volunteer mentors' cognitive and affective outcomes related to cultural humility in mentoring. The sample included 99 volunteer mentors paired with adolescent mentees in an established formal mentoring program. Mentors predominantly identified as White (89%), and the majority (72%) were paired with youth of color. Participants were randomly assigned to either the training or control condition. Findings from intention-to-treat analyses indicated that training group participants (n=49) exhibited greater increases in self-efficacy to provide racial/ethnic support over time than participants in the control group (n=50). As-treated analyses indicated that training attendees (n=23) exhibited greater increases in self-efficacy to provide racial/ethnic support over time than participants who did not attend the training (n=76). Results indicated no significant changes over time in participants' training content knowledge, awareness of racial privilege, ethnocultural empathy, or social justice interest and behavioral intentions. Analyses also indicated an attendance bias within the training condition, such that mentors who attended the training reported significantly more awareness of racial privilege, social justice interest, and social justice behavioral intentions compared to training condition mentors who were invited but did not attend the training. Implications for training volunteer mentors within formal mentoring programs are discussed.