Mentoring future researchers: Advice and considerations.

Alegrı́a, Margarita; Fukuda, Marie; Markle, Sheri Lapatin; NeMoyer, Amanda

doi:10.1037/ort0000416

Cited by 19 publications

(23 citation statements)

References 28 publications

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“…Underrepresentation of affected communities (e.g., BLSMM) has implications for the development of research and clinical initiatives (Fuchs et al, 2016; Stoff & Cargill, 2016; Stoff et al, 2020; Sutton et al, 2020). Recent studies indicate that diversity informs culturally relevant research by drawing on the expertise of underrepresented scientists (e.g., BLSMM; Alegría et al, 2019; Bristow et al, 2004; Fuchs et al, 2016; Sutton et al, 2020). However, achieving greater racial equity in both research and health contexts requires addressing the mechanisms influencing deficits of racial, ethnic, and sexual diversity.…”

Section: Racial and Sexual Minority Underrepresentation In Science And The Public Health Workforcementioning

confidence: 99%

Racial and Sexual Minority Scholar Positionality: Advancing Health Status and Life Opportunity Among Sexual Minority Men of Color

Keene

Guilamo‐Ramos

2021

Health Educ Behav

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Black and Latino sexual minority men (BLSMM) scholars are well positioned to draw on their unique perspectives and expertise to address the health status and life opportunities (HSLO) of BLSMM. Increasingly, research related to the positionality of scholars of color suggests that the scholar’s stance in relation to the community being researched has important implications for the research. Despite growing recognition of the importance of scholar positionality, limited attention has been paid to the relationship between scholar-of-color positionality and improving HSLO trajectories of BLSMM. Furthermore, extant literature fails to specify the mechanisms by which scholar-of-color positionality can improve HSLO among BLSMM. This article seeks to fill this gap in research by arguing that an inadequate consideration of scholar positionality in health and life opportunity research has important implications for the HSLO of BLSMM. A multilevel, mediational model addressing factors at the micro-level (i.e., intrapersonal resources)—BLSMM scholars’ personal commitments to BLSMM communities, cultural knowledge and expertise, and shared life experiences; meso-level (i.e., scholar and affected community interactions)—historical membership, mutual interdependency and trust, and community and organizational gatekeeping; and macro-level (i.e., national policies and priorities regarding BLSMM)—national priorities regarding the health and social welfare of BLSMM, allocation of BLSMM research and program funding, societal sentiment, and national investment in the workforce development of BLSMM scholars and clinicians are detailed. In conclusion, we identify recommendations and strategies for advancing scientific, programmatic, and policy efforts, aimed at improving HSLO among communities of BLSMM.

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Section: Racial and Sexual Minority Underrepresentation In Science And The Public Health Workforcementioning

confidence: 99%

Racial and Sexual Minority Scholar Positionality: Advancing Health Status and Life Opportunity Among Sexual Minority Men of Color

Keene

Guilamo‐Ramos

2021

Health Educ Behav

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“…Furthermore, mentoring can be an effective tool that can further impact overall achievement in terms of outcomes and increasing retention in graduate programs (Alcocer & Martinez, 2018;Holloway-Friesen, 2019;Klinge, 2015). In particular, mentorship by established BIPOC faculty can help students navigate academic culture, develop strategies for overcoming barriers related to race, and create road maps for desired career goals (Alegría et al, 2019;Cirincione-Ulezi, 2020;Fries-Britt et al, 2011). Hinton et al (2020) provided some recommendations for how mentors can have a positive influence and contribute to quality, effective mentoring for BIPOC students.…”

Section: Recruitment and Retention Of Graduate Studentsmentioning

confidence: 99%

Increasing Access and Quality of Behavior-Analytic Services for the Latinx Population

2021

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Latinxs are the largest minority group in the United States, making up approximately 18% of the total population. Although there is a critical need for the behavioral health care system, including behavior analysts, to provide services to support the needs of the Latinx community, access to quality behavioral and mental health services continues to be lacking for the Black, Indigenous, and people of color populations. This article highlights some of the cultural and language factors that should be considered by behavior-analytic providers who have a shared responsibility to make culturally and linguistically appropriate services available to this population. Additionally, recommendations for systemic action across service providers, professional organizations, behavior-analytic training programs, and researchers are suggested to address these barriers. Recommendations for bringing about this systemic change are suggested across three domains: (a) increasing diversity in the behavior-analytic workforce, (b) enhancing training in cultural- and language-related issues, and (c) conducting research on cultural and language adaptations to behavior-analytic evidence-based treatments.

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“…Formal support groups, committees, or forums focused on women’s development can be helpful in advancing women in the Academy (Baer & Van Ummersen, 2005). Mentorship is particularly important for scholars of color (Alegria et al, 2019).…”

Section: Solutions Toward a Family Friendly Academy: Hrd Interventionmentioning

confidence: 99%

Toward a Family-Friendly Academy: HRD’s Role in Creating Healthy Work–Life Cultural Change Interventions

Eversole

Crowder

2020

Advances in Developing Human Resources

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The Problem The ideal worker in the Academy devotes most of their lives to scholarly pursuits, which leaves little time for family. This problem leads to work–life conflict, which is particularly concerning for faculty members who are seeking promotion and tenure. Work–life conflict is most challenging in the case of academic mothers, who face professional career challenges in addition to work–life conflict. Rigid organizational policies and non-supportive cultures perpetuate the problem, particularly when the faculty member is an academic mother seeking promotion and tenure. The Solution Human resource development (HRD) interventions implemented at the individual, departmental, and institutional levels (e.g., training development, performance management, and career development initiatives) have been shown to reduce work–life conflict, improve overall well-being, and create a more family friendly environment. Organization development (OD) cultural change interventions aimed at changing the Academy to become more family focused and supportive of career flexibility are recommended. The Stakeholders Academic faculty, higher education administrators, HRD scholars, and practitioners.

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Mentoring future researchers: Advice and considerations.

Cited by 19 publications

References 28 publications

Racial and Sexual Minority Scholar Positionality: Advancing Health Status and Life Opportunity Among Sexual Minority Men of Color

Racial and Sexual Minority Scholar Positionality: Advancing Health Status and Life Opportunity Among Sexual Minority Men of Color

Increasing Access and Quality of Behavior-Analytic Services for the Latinx Population

Toward a Family-Friendly Academy: HRD’s Role in Creating Healthy Work–Life Cultural Change Interventions

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