Mentoring Of Scholars Research Articles

Mentoring Asian American scholars: Stereotypes and cultural values.

Students of color in higher education face myriad challenges that supersede the academic, including feelings of isolation, lack of belongingness, and overt discrimination that confer stress on top of their academic workload. One avenue to tackle these issues and reduce the negative outcomes associated with these stressors is the effective mentoring of scholars of color. Research has typically focused on African American and Latino scholars. Asian American scholars have received less attention despite studies showing high levels of anxiety, depression, isolation, and reported experiences of targeted microaggression and discrimination among this population. This article highlights the cultural issues that need to be raised and considered in the mentorship of Asian American scholars. In particular, mentors need to be aware that stereotypes of Asian Americans are pervasive, insidious, and harmful, even those that may be thought of as positive stereotypes, and to examine their own beliefs about them. Second, mentors should be aware of the cultural values that predominate in Asian American cultures-in particular, hierarchical collectivism and a high-context communication style-that may be at odds with the mentor's cultural values or pose as obstacles that negatively influence the mentoring process. Finally, broad considerations and recommendations for mentoring Asian Americans scholars are offered. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Mentoring Interventions for Underrepresented Scholars in Biomedical and Behavioral Sciences: Effects on Quality of Mentoring Interactions and Discussions.

Mentors rarely receive education about the unique needs of underrepresented scholars in the biomedical and behavioral sciences. We hypothesized that mentor-training and peer-mentoring interventions for these scholars would enrich the perceived quality and breadth of discussions between mentor-protégé dyads (i.e., mentor-protégé pairs). Our multicenter, randomized study of 150 underrepresented scholar-mentor dyads compared: 1) mentor training, 2) protégé peer mentoring, 3) combined mentor training and peer mentoring, and 4) a control condition (i.e., usual practice of mentoring). In this secondary analysis, the outcome variables were quality of dyad time and breadth of their discussions. Protégé participants were graduate students, fellows, and junior faculty in behavioral and biomedical research and healthcare. Dyads with mentor training were more likely than those without mentor training to have discussed teaching and work-life balance. Dyads with peer mentoring were more likely than those without peer mentoring to have discussed clinical care and career plans. The combined intervention dyads were more likely than controls to perceive that the quality of their time together was good/excellent. Our study supports the value of these mentoring interventions to enhance the breadth of dyad discussions and quality of time together, both important components of a good mentoring relationship.

From Dissertation Defense to Dissemination: Jump Start Your Academic Career With a Scholar Mentor Group.

The dissertation provides an excellent source of scholarly productivity for new doctoral faculty, yet is often neglected because of the demands inherent in the faculty role. The purpose of this paper is to present a case study of a scholar mentor group composed of three graduates of a PhD nursing program and their shared dissertation chair, who acted as a senior scholar mentor to the group. By working together, we have been able to enhance our scholarly productivity by disseminating our dissertations through presentations and publications. The paper will present the evolving process of this working group, summarize outcomes, analyze the challenges, and provide suggestions for future doctoral students and faculty who are working with them. Our experience and scholar mentor model captures the best of both worlds-the benefits of interaction with academic peers and the benefits of having a senior scholar mentor. This was accomplished while all members were at different schools in different cities and states. Although other literatures that document successful collaborations using a peer-mentorship model are available, we were unable to locate any that documents a post-doctoral group with a senior scholar mentor who continued working together after graduation.

Mentoring for Doctoral Student Praxis-Centered Learning: Creating a Shared Culture of Intellectual Aspiration

This article explores the potential of doctoral student mentoring programs to serve as one bridge in the academic—practitioner divide in nonprofit education. This disconnect manifests itself in critiques regarding the marginalization of practitioners and lack of knowledge sharing. The article examines the potential role of nonprofit doctoral student mentoring as a possible avenue for addressing the divide by developing the intellectual capacities of graduates to interact effectively in both the academic and practitioner domains. It stresses the importance of a particular form of mentoring and its ties to multiple, reinforcing opportunities for students if analytical, praxis-centered capacities are to be successfully developed. Ultimately, this article aims to stimulate discussion on the role and forms of mentoring of scholars who must develop praxis capacities rather than to offer definitive evidence of the superiority of one or another approach of ensuring that result.