Quality Mentoring Research Articles

Enduring impacts of collaborative workplace music mentoring for early childhood generalist teachers, music mentors and students

ABSTRACT This study documents the enduring impacts of a workplace music mentoring programme for generalist classroom teachers in early childhood school settings in Australia. The study draws on follow-up interviews with mentors, teachers and principals from five of 11 participating schools one year after the programme. This study identifies participant perceptions of enduring outcomes, enduring effective mentoring, and effective mentor qualities. Two researchers undertook thematic analysis independently and conducted iterative discussions to refine the emerging themes. Enduring outcomes for mentors, teachers and students included: (1) music mentoring as collaborative self-development; (2) identification and realisation of individual and collective goals for music teaching; (3) reflection, feedback and joint planning informing learning; (4) integration of music into daily activities, lesson transitions, school culture; (5) creating a community of music practice in and across schools; and (6) improved classroom climate and enhanced student engagement and positive behaviours. Enduring qualities of effective music teaching included: (7) building teacher confidence and competence for music leadership; (8) observation of expert practice as a learning tool; (9) focused feedback informing lesson planning and implementation; and (10) specialised, collaborative workplace mentoring. Enduring qualities of effective music mentors included sensitivity, responsiveness, situational awareness, flexibility, and subject and pedagogic expertise.

Entrepreneurship Education and Independence of Students of Ulfiyah Progressive Islamic Boarding School, Segeran Kidul Juntinyuat Indramayu, Indonesia

Entrepreneurship education in Islamic boarding schools plays a crucial role in shaping the independence of students, especially in the era of globalization that demands adaptation and innovation. Ulfiyah Progressive Islamic Boarding School in Segeran Kidul, Juntinyuat, Indramayu, Indonesia has implemented an entrepreneurship education program with the hope of producing students who not only master religious knowledge but also have the ability to become entrepreneurs. However, despite the ideal framework that is expected, the reality in the field shows significant challenges, including limited funding sources, lack of quality mentors, and resistance to change among students. This study aims to explore more deeply the concept and implementation of entrepreneurship education and the challenges faced, students' responses to the program, and the impact of the education on the economic independence of alumni. Using a descriptive qualitative research method, the research subjects included the head of the foundation, the head of the boarding school, the person in charge of the program, teachers, students, alumni, and parents of students. The results of the study show that although entrepreneurship education in Islamic boarding schools faces various challenges, there are positive steps taken to overcome these problems. With the right approach and adequate support, entrepreneurship education can have a significant impact on the economic independence of students, thus supporting the vision of Islamic boarding schools to create an independent and competitive generation.

Research on the Path to Enhancing Graduate Education Quality through New Productive Forces

Graduate education is an indispensable part of higher education, playing a crucial role in cultivating top-tier talent, promoting technological advancements, and facilitating social progress. However, it faces severe challenges, including inadequate teaching methods, outdated educational technologies, insufficient interdisciplinary collaboration, inconsistent quality of mentorship, and incomplete evaluation systems. With the rise of new productive forces centered on technological innovation, exploring their application in enhancing the quality of graduate education is a primary concern. This study investigates how to improve the quality of graduate education through new productive force pathways, including curriculum reform, faculty development, the establishment of new R&D platforms, collaboration between industry and academia, educational assessment mechanisms, an international perspective and global competitiveness, intercultural education, and a focus on social responsibility and sustainable development.

Strategies Used by Educational Technology Faculty to Mentor Online Doctoral Students in Research Experiences

ABSTRACT As online doctoral education continues to grow, faculty members are faced with mentoring an increasing number of students. To effectively support these students’ research projects, faculty mentors need to develop strategies that take into account the unique challenges of online environments. This study, based on Crawford et al. (2014) theoretical framework for online graduate mentoring, aimed to identify the strategies used by faculty members who advise online students in Educational Technology doctoral programs during research experiences. The data was collected through a survey completed by 24 mentors, and five of them also participated in individual interviews. These mentors were faculty members in online educational technology programs in the USA and Canada. The study found that faculty mentors used strategies associated with both the academic and psychological domains of Crawford et al.‘s framework. The practical implications of these findings are discussed in relation to enhancing the quality of mentoring in online doctoral education.

What do Adjunct Nursing Instructors Want?

Adjunct nursing instructors (ANIs) are used to meet the needs of nursing education programs, but challenges of adjusting to unfamiliar academic settings often lead to poor job satisfaction and low retention of ANIs. The Adjunct Instructor Survey (Milliken & Jurgens, 2008) was used to query 25 ANIs regarding the importance and availability of support services pre-COVID-19 pandemic and post-pandemic. Mentoring was identified as most important pre- and post-pandemic, with a reported decrease in mentoring opportunities post-pandemic. Developing quality mentoring programs for ANIs needs to be a priority.

Impact of Training and Assistance on Home Industry SMEs Development by Housewives in Klambir Lima Village

Micro, Small and Medium Enterprises (MSMEs) in the home industry sector managed by housewives have significant potential in supporting the local and national economy. This research aims to identify the impact of training and mentoring on the development of MSMEs in Klambir Lima Village, Deli Serdang Regency, North Sumatra. The research problem raised is whether the training and assistance provided can effectively improve the development of MSMEs managed by housewives. The methodology used is a quantitative approach with a census method on 49 MSME actors in the village. The research results show that training and mentoring do not have a significant impact on the development of MSMEs (t-calculated value for training -1.456 < t-table 1.677; significance 0.152 > 0.05 and t-calculated value for mentoring 0.739 < t-table 1.677; significant 0.464 > 0.05). On the other hand, the marketing aspect has a significant positive impact on the development of MSMEs (t-value 3.134 > t-table 1.677; significance 0.003 < 0.05). Multiple linear regression analysis shows that training, mentoring and marketing simultaneously have a significant impact on the development of MSMEs (F value 3.336 > F-table 2.50; significance 0.028 < 0.05), with marketing as the most crucial factor. In conclusion, an effective marketing strategy is the key to increasing the productivity and development of MSMEs. More focused support on marketing aspects, as well as improving the quality of training and mentoring, is needed to help MSMEs overcome challenges and improve their performance.

Effective and inclusive mentorship in the field of epidemiology.

Quality mentoring improves outcomes across career stages, including a sense of belonging, persistence, and productivity. However, the status quo in mentorship culture-including in epidemiology-is an ad hoc approach. This pervasive culture adversely affects individual mentees and the entire scientific research enterprise. Public health disciplines such as epidemiology bear a distinct responsibility to foster an inclusive mentorship culture, ensuring the next generation is equipped not only with methodological expertise but also with a commitment to diversity, equity, inclusion, and the principles of public health. In this commentary, we outline the primary attributes of effective mentors, core competencies, and the evidence base underlying how mentors can improve their skills with comprehensive training. We call on mentors, as well as institutional leaders, to make personal and structural changes, such as requiring mentor training, implementing evidence-based tools (e.g., individual development plans), and regularly evaluating mentorship quality. Institutional leaders can remove barriers (e.g., costs to enroll in mentor training) and facilitate mentorship in non-monetary ways, for example, by making it a formal part of the promotion process. Mentors and leaders must champion these changes, fortifying not only individual career trajectories but also advancing scientific integrity, inclusivity, and justice within the epidemiologic community.

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-values and profiles in primary and preschool education

Because few schools consistently provide a sustainable preparation for the school of the future and for life, it takes a person to make us see, learn and apply what we cannot see, learn, apply on our own. More precisely, an experienced person, willing to share real personal creative experience, for the benefit of other people, of the institution in which he integrates through a relationship based on management, on respect and trust, on superior knowledge, on existing legislation, on intuition and self-created opportunities. This person is the leader, the coach and even the mentor. The field is naturally called leadership, and on a managerial and didactic professional level it is called mentoring. A quality mentoring activity has an important role in anticipating and reducing the difficulties that could intervene in the teaching career of future teachers. I will reflect on the training and career development of teachers from the perspective of the importance of mentoring, in order to ensure a quality education for children through adequate training of teachers. In order to achieve performance, it is necessary to combine theory and practice harmoniously and to acquire the ability to use the knowledge gained in new learning contexts. The study will identify solutions for improving the quality of education by introducing the role of mentoring in the development of the teaching career. After carrying out the research, I will know the degree of satisfaction of the actors involved, with special reference to their activity in kindergarten and school and to the real and harmonious progress of preschoolers and students.

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.

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.

The Influence of Entrepreneurship Education on the Competence of Start-Up Ventures in Empowering Nascent Makeup Artists

This research aims to analyze the influence of entrepreneurship education on startup business competencies through the empowerment of prospective makeup artists. The study employs a quantitative approach with structural equation model analysis techniques using the AMOS application. The population of this study comprises alumni of the Entrepreneurial Skills Education Program (PKW) from Training and Course Institutes (LKP) between 2016 and 2018 in West Java. The sampling technique used is random sampling. Data were obtained through a questionnaire completed by 136 respondents. The results of the study indicate that entrepreneurship education does not have a significant effect on startup business competencies through the empowerment of prospective makeup artists. However, entrepreneurship education significantly influences two variables: startup business competencies (48.6%) and the empowerment of prospective makeup artists (89.1%). The study reveals the reasons for the low achievement of the PKW Program's success based on two indicators. Indicator II states that at least 75% of graduates should be able to start a business, and Indicator III specifies that at least 30% of those who start a business should earn an income equivalent to the local minimum wage within six months. The low success rate of the PKW Program in this study is explained by the limited skills of the mentors and the lack of reflection activities during the mentoring process. This research highlights the urgent need for effective mentors when prospective bridal makeup artists design and launch their startups. Mentors play a critical role in providing business insights, market advice, and market validation. Therefore, it is necessary to improve the quality of mentors and establish qualification standards for startup business mentors.

Empowering STEM students: A university-wide mentorship program fostering retention and belonging.

In the face of a challenging climate STEM (Science, Technology, Engineering and Mathematics) higher education that is resistant to Diversity, Equity, and Inclusion efforts aimed to increase and retain students from historically excluded groups (HEGs), there is a critical need for a support structure to ensure students from HEGs continue to be recruited retained. The Biology Undergraduate and Master's Mentorship Program (BUMMP) embodies this commitment to fostering scientific identity, efficacy, and a sense of belonging for first-generation and historically underserved undergraduate and master's students at UC San Diego. The mission of BUMMP is to cultivate a sense of belonging, instill confidence, and nurture a strong scientific identity amongst all its participants. At its core, the three pillars of BUMMP are(1) mentorship, (2) professional development, and (3) research. Quality mentorship is provided where students receive personal guidance from faculty, graduate students, postdocs, and industry leaders in navigating their career pathways. Complementing mentorship, BUMMP provides paid research opportunities and prioritizes professional development by offering workshops designed to enhance students' professional skills. These three pillars form the backbone of BUMMP, empowering students from all backgrounds and ensuring their retention and persistence in STEM. So far, we've served over 1350 mentees, collaborated with 809 mentors, and had over 180 mentees actively engaged in BUMMP-sponsored research activities. The primary focus of this paper is to provide a programmatic guideline for the three pillars of BUMMP: mentorship, professional development, and research. This will offer a blueprint for other institutions to establish similar mentorship programs. Additionally, the paper highlights the impact of the BUMMP program and surveyed mentees who have participated in the mentorship and research component of BUMMP. We showed that mentorship and research experience enhance students' sense of belonging, science identity, and science efficacy, which are key predictors of retention and persistence in pursuing a STEM career. Overall, BUMMP's expansive efforts have made a tremendous impact at UC San Diego and will continue to foster a community of future leaders who will be prepared to make meaningful contributions to the scientific community and beyond.

What Makes a Good Match? Predictors of Quality Mentorship Among Doctoral Students.

Quality mentoring promotes graduate student success. Despite an abundance of practical advice, empirical evidence regarding how to match mentees and mentors to form quality mentoring relationships is lacking. Here, we examine the influence of variables theorized to predict mentorship support and quality in a national sample of 565 science doctoral students from 70 universities in 38 states. Our structural equation modeling results indicate that mentor rank, mentee capital, and the relationship matching mechanism (direct admissions, rotations) were not associated with higher-quality relationships. We found no support for the widely held belief that students whose mentors shared their gender, race, or ethnicity experienced greater mentorship quality. Rather, mentees who shared attitudes, beliefs, and values with their mentor, or whose mentors displayed greater cultural awareness experienced more supportive, higher quality mentoring. Furthermore, these patterns were largely consistent across both mentee and mentor demographic groups. These results highlight the potential benefits of pairing mentees and mentors who share personal and intrinsic qualities rather than demographic or surface-level attributes. Our findings also indicate that graduate students from marginalized backgrounds can be effectively mentored by faculty who are demographically dissimilar if their mentors engage in culturally aware mentorship.

Factors that influence the formation and impact of mentorship relationships for OB/GYN residents

Background Mentorship is critical for successful careers in academic medicine. There is a gap in the literature regarding specific qualities that make effective mentorship relationships for Obstetrics and Gynecology (OB/GYN) residents. This study aimed to identify the attributes most valued by OB/GYN residents in their mentorship relationships and to explore the factors influencing their choice of mentors. Methods We conducted a cross-sectional survey among OB/GYN residents, distributed electronically November 2021-March 2022. Demographic data, mentor qualities, satisfaction with current mentorship and mentee factors were identified. The survey incorporated questions adapted from the validated Ideal Mentor Scale assessing three mentor attributes: Integrity, Guidance, and Relationship. Data analysis involved descriptive statistics, Student’s t-tests, chi-squared tests, and Fisher’s Exact tests where appropriate. Results 48 of 60 (80%) of surveyed residents responded. Among the respondents, 72.9% were female and 29.1% identified as non-white. Integrity emerged as the most valued Ideal Mentor attribute. No statistically significant gender-based differences were observed in the preferences for mentor characteristics including gender of a mentor. Non-white respondents placed greater importance on having a mentor of the same race (p&lt;0.01). Residents interested in subspecialties expressed a stronger preference for mentors with fellowship training (p&lt;0.01) and shared research experiences (p=0.03). Conclusions OB/GYN residents seek mentors characterized by integrity and who are active in research and professional societies aligned with their interests. The data highlight the importance of considering race and subspecialty preferences in fostering influential and equitable mentorship for all residents.

HEIR APPARENT PREPAREDNESS AND SELECTED FAMILY BUSINESS SUSTAINABILITY IN LAGOS STATE NIGERIA

Family-owned businesses are extremely important to Nigeria's economy, creating jobs, generating income, and helping the country's GDP increase. However, the Heir Apparent's readiness to take on leadership responsibilities poses a threat to their sustainability. Myriads of research on family businesses and their sustainability exist, but little of it has looked at heir apparent as a factor of sustainability. By analyzing the relationship between heir apparent preparedness and the sustainability of selected family-owned firms in Lagos State, Nigeria, this study seeks to bridge the gap in literature. Drawing on a deductive methodology, the study employs a cross-sectional survey to gather quantitative data. Responses from 388 family-owned enterprises were obtained using a questionnaire. Data were analyzed by applying SPSS package, version 25. The findings reveal significant positive relationships between Heir Apparent Level of Education, Heir Apparent Experience, and Quality of Mentorship Received by Heir Apparent, and their joint effect with family business sustainability. It was thereby concluded that heir apparent level of preparedness impacts the sustainability of family businesses in Lagos State. The study recommends prioritizing formal education, providing diverse experiential learning opportunities, and establishing strong mentorship programs to enhance family business sustainability.

Surgical Residency Training in Nigeria: An Audit Through the Lenses of the Trainee and Trainer

IntroductionResident doctors constitute an important workforce of the Nigerian healthcare system wherein they undergo structured training to become competent specialists in different fields of medicine. The aim of this survey was to audit the surgical residency training process, incorporating both the trainer's and the trainee's perspectives, with a view to improving both residency training and overall patient care. MethodsThis was a multicenter descriptive cross-sectional study involving consultant surgeons and surgical trainees in selected tertiary healthcare institutions in Nigeria. A link to an online semi-structured and pretested questionnaire was sent to study participants whose agreement to fill out the questionnaire was taken as implied consent for the study. The perception of respondents on key areas of surgical residency training like the quality of training, skill acquisition, mentorship, supervision, operative exposures, research, funding, didactic sessions, and work schedule was assessed using a Likert scale. Their perceived challenges to training and measures to improve the quality of training were recorded. Data were analysed using version 23 of the SPSS. ResultsA total of 127 participants (25 trainers and 102 trainees) were recruited with a mean age of 34.8 ± 3.5 y for the trainees and 47.5 ± 6.9 y for the trainers. The majority of both the trainers and trainees (72%, n = 18 and 93%, n = 96, respectively) were dissatisfied with the quality of surgical residency training in Nigeria with the trainers (88%, n = 22) and trainees (97.1%, n = 99) mostly agreeing that surgical training should be standardized across training centres in Nigeria. The trainees and trainers rated mentorship, research, funding, and overall quality of surgical residency training as inadequate, while most of the trainees and trainers rated supervision of trainees as adequate. The trainees predominantly identified poor training facilities as the most important challenge to surgical residency, followed by high clinical workload, while the majority of the trainers identified workplace bullying and high clinical workload as being the predominant factors. The nine-pronged recommendations by both the trainers and trainees to improve surgical training in Nigeria include mentorship program for trainees, funding of surgical residency training, provision of facilities and equipment for training, adequate supervision of trainees by trainers, job description and defined work schedule for trainees, health insurance of patients, overseas training of trainees during the residency program, improved remuneration of trainees, and adequate motivation of trainers. ConclusionsThe quality of surgical residency training in Nigeria is perceived as suboptimal by trainees and trainers. Perceived common challenges to surgical residency training include poor training facilities, workplace bullying, and high clinical workload. Adequate funding of surgical residency program, standardized mentorship, and training of trainees with improved remuneration of trainees and motivation of their trainers would enhance the overall quality of surgical residency training in Nigeria.

Compassion-Focused Mentoring: An Antidote to Adverse Faculty-Student Mentoring Outcomes?

Fueled by decreased state support, economic pressures, and a growing emphasis on academic capitalism, higher education in the United States faces significant challenges. These shifts have fostered fast-paced, competitive environments, impacting the quality and equity of faculty-student mentoring in graduate programs, particularly for Black, Indigenous, People of Color (BIPOC), and first-generation students. This article proposes a novel framework, the compassion-focused mentoring conceptual model (CFM-CM), to address the complex challenges faced by under-represented students seeking meaningful faculty mentorship. The CFM-CM expands on Johnson's model for mentor competence by integrating principles from Gilbert’s compassion-focused therapy (CFT) approach. It emphasizes the cultivation of a compassionate Self-identity in mentors, grounded in compassion motivation and mindfulness, as a foundation for fostering ethical, equitable, and supportive mentoring relationships. By exploring the limitations of current mentoring practices and analyzing negative mentoring experiences through the lens of CFT, this article suggests that the CFM-CM can pave the way for improved faculty-student relationships, fostering well-being, inclusivity, and success for BIPOC and first-generation students in graduate education.

Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices

ABSTRACT ITE has been criticised for being disconnected, with different languages being spoken in the two learning arenas of campus and schools. Bringing people together, such as through formal university-school partnerships, is not enough to open up communicative learning spaces – sites of collaborative learning that are democratic, safe and supportive. Practicum is recognised as a capstone experience in teacher education in which the mentor’s role is crucial. However, there are significant variations in the types and quality of mentoring and only some supportive frameworks. This paper investigates what arrangements are needed to enable mentoring practices as communicative learning spaces. An intervention was designed that structured conversations between student teachers, school-based mentor teachers and university-based teacher educators around an observation-grounded mentoring framework (OMF). Data was gathered from completed worksheets, reflection logs, and interviews and analysed through the lens of practice architectures. We explore issues of knowledge and power in the facilitation of learning when university-based teacher educators visit the school, and classroom observations frame the mentoring conversations. Findings show that the OMF offered a shared language for tripartite mentoring conversations as communicative learning spaces. The paper contributes to knowledge about supportive mentoring practices in ITE.

Mentorship for young gay men in Hong Kong: A pilot mixed-methods randomized controlled trial.

This study examined whether mentorship could promote young gay men's identities and well-being, and whether a mentor's sexual orientation matters. A randomized control trial compared outcomes across three conditions: Arm A (a mentee matched with a sexual minority mentor), Arm B (a mentee matched with a heterosexual mentor), and a control arm receiving psychoeducation only. A community sample of 60 mentees aged 18-25 years was randomly allocated to the three arms and completed questionnaires at baseline, 3 months into the intervention, and at the end of the 6-month program. Fifteen mentees recounted their mentoring experiences through in-depth interviews. Linear mixed effects models showed that for both intervention and control conditions, internalized homonegativity declined while resilience, loneliness, and body acceptance improved over time. No time and group interactions were found. Meanwhile, a mentor's sexual orientation did not drive differential quality and outcomes of mentorship. Interviewees cited various benefits of mentorship, including providing companionship, enriching connection with lesbian, gay, bisexual (LGB) communities, and adding knowledge and perspectives of LGB lives and identities. Although quantitative data did not support any exclusive benefits of mentorship, most mentees recognized mentorship as a vital source of affirmation and companionship. Implications for research and mentoring programs are discussed.