Creating a mentoring culture in graduate training programs.

Abstract

Mentoring relationships can become life and career-altering developmental relationships that are transformative for mentees and the profession. Yet, many psychology training program graduates miss out on the evidence-based benefits of mentorship. In this article, we explore the persistent obstacles to mentoring relationships in graduate education and propose that the key to more and better mentoring resides in a program’s culture, not merely its specific faculty or formal mentoring structures. We offer a blueprint for perpetuating a mentoring culture that includes a communitarian ethos, frequent growth–fostering interactions, and mentoring relationships which are more reciprocal and relational in character. We conclude with several recommendations for training program leaders designed to enhance a relationship-rich training environment.

Forming mentoring relationships in graduate education: The role of personality

“…The relatively low prevalence of mentoring in graduate education may be indicative of environmental or personal barriers. For example, Johnson et al (2022) identified barriers that include organizational barriers such as time and organizational culture. Similarly, Ehrich et al (2004) identified barriers at the organizational level including lack of support, difficulties planning programs, costs, and limited resources.…”

“…Yet, few researchers clearly define the differences between these terms, often confuse them, and this can lead to a discrepancy in reported numbers of mentors between students and faculty. Some unique differences of quality that make a faculty member a mentor include a level of reciprocity, authenticity, and mutuality, as well as providing a safe space for students to explore and develop their professional identity and fostering a connection that goes beyond a formal role assignment such as an advisor or supervisor (Johnson et al, 2022).…”

“…Several barriers to the formation and optimal development of mentoring relationships have been identified across multiple disciplines (Huggett et al, 2020;Johnson et al, 2022;Kram, 1988;Long, 1997;Schlosser & Foley, 2008). The relatively low prevalence of mentoring in graduate education may be indicative of environmental or personal barriers.…”

“…The perception that more quality mentoring occurs than research shows may be due to the fact that there continues to be confusion about what exactly a mentor is, and some may equal an adviser as a mentor, although the two are not the same and yet continues to be used interchangeably in some research (Curtin et al, 2016). While some advising relationships develop into mentoring relationships, most mentoring between students and faculty develops informally, and not as the result of an assigned process, such as advising (Johnson et al, 2022). Third, it appears that in many cases, it is up to students to initiate the relationship (Almond et al, 2021;Huwe & Johnson, 2003).…”

“…It has been posited that this type of relationship is key to more rapid progression and degree completion (Johnson et al, 2018), retention (Campbell, 2007), and student satisfaction (Huwe & Johnson, 2003). Indeed, numerous benefits have been attributed to mentoring relationships between students and faculty including higher satisfaction, higher retention, increased identity development and confidence, increased research productivity, and increased professional skills, such as networking, often needed for career success (Campbell, 2007; Huwe & Johnson, 2003; Johnson et al, 2022; Sedlacek et al, 2007).…”