Lesbian, Gay, and Bisexual Doctoral Students' Mentoring Relationships with Faculty in Counseling Psychology:

Abstract

This qualitative study investigated lesbian, gay, and bisexual (LGB) doctoral students' mentoring relationships with faculty in counseling psychology. Data from semistructured interviews with 14 LGB participants was analyzed using a grounded theory approach. After submitting a preliminary description to a peer audit, and a "member check," a final description of these LGB doctoral students' mentoring relationships with faculty was constructed. The description included two interactive LGB-specific contextual themes (safety in the training environment regarding LGB issues and students' level of outness/disclosure regarding sexual orientation) that helped shape three themes regarding LGB students' experience of mentoring relationships (formation, functions, and impact). Seven recommendations for faculty mentors are made based on the results, and implications for research are addressed.

Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB-Affirmative and Non-Affirmative Supervision in COAMFTE-Accredited Training Programs

“…Unfortunately, there are few empirical studies that specifically address the experience of LGB supervisees (Burkard et al, 2009). The few that do exist, however, highlight the importance of creatingLGB-affirming environments for LGB supervisees (e.g., Burkard et al, 2009;Lark & Croteau, 1998) and for supervisees working with LGB clients (e.g., Aducci & Baptist, 2011;Bahr, Brish, & Croteau, 2000;Carlson, McGeorge, & Toomey, 2012;Long, 2002;Rock, Carlson, & McGeorge, 2010).Researchers have noted the importance of providing safety and LGB-affirmative environments for LGB trainees and supervisees (e.g., Burkard et al, 2009;Lark & Croteau, 1998). For example, Lark and Croteau's (1998) study of 14 self-identified LGB doctoral students' mentoring relationship with faculty found that when students felt affirmed and safe in their LGB identities within the training environment, they were able to fully engage in their training.…”

“…These researchers call for faculty and administrators to challenge their own biases and how they influence theory, research, and clinical training within graduate programs. Even with these challenges and the lack of attention to LGB issues in graduate training, researchers across fields have offered suggestions on how to integrate this knowledge into training curricula (Bahr, Brish, & Croteau, 2000; Biaggio et al, 2003;Buhrke, 1989;Carroll & Gilroy, 2001;Croteau et al, 1998; Dillon et al, 2004; Fletcher & Russell, 2001; Gerdes & Norman, 1998;Green, 1996;Godfrey et al, 2006; Iasenza, 1989;Long & Serovich, 2003; Pearson, 2003;Whitman, 1995).Program initiatives. Researchers recommend that training programs actively recruit and attempt to retain LGB faculty and students (Biaggio et al, 2003;Long & Serovich, 2003;Phillips & Fischer, 1998).…”

“…Biaggio et al (2003) suggest that if LGB issues are just incorporated into a specific course, the "program may marginalize that content" (p.552). Others (Croteau et al, 1998; Gerdes & Norman, 1998;Green, 1996) echo the need for programs to address sexual minority issues in didactic training by including a specific course in LGB issues. Green (1996) and Long and Serovich (2003) also offer many examples of how to integrate such content into coursework, such as (a)…”

“…Another key component of curriculum infusion includes addressing heterosexist attitudes and bias within the classroom (Bahr et al, 2000; Biaggio et al, 2003; Fletcher & Russell, 2001; Gerdes & Norman, 1998;Phillips & Fischer, 1998;Pilkington & Cantor, 1996). Overtly attending to students' awareness of their own heterosexist bias and attitudes and the impact this has on LGB persons is integral to increased competence of sexual minority issues (Croteau et al, 1998) …”

“…The literature suggests the need for programs to recruit and retain openly LGB faculty and supervisors (Bahr et al, 2000;Lark & Croteau, 1998;Long & Serovich, 2003; Messigner, 2004). OpenLGB faculty and supervisors can be integral supports and mentors for LGB trainees throughout the course of their graduate experience (Lark & Croteau, 1998; Messigner, 2004). There is also agreement in the literature that an integral component of LGBaffirmative training environments entail faculty and supervisors becoming educated about sexual orientation issues so they can better understand the experiences of their LGB…”