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

Abstract

Mentor education and peer mentoring can enhance the breadth of mentor–protégé discussions and quality of dyad time for underrepresented minority scholars.

Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM

“…SDT states that the more a person's psychological needs are met, the more internally motivated they will be in that particular situation (27). Research on different aspects of biology education has shown that SDT can explain the positive effects of teambased learning (28), socio scientific issues-based laboratory curricula (29), mentoring interventions (30), and STEM retention resulting from scalable STEM academy programs (31,32).…”

PRIDE Peer Mentor Development Program: Lessons Learned in Mentoring Racial/Ethnic Minority Faculty

“…And both interventions were associated with mentors' perceptions of having spent adequate and high-quality time with their mentees compared with a usual mentoring control group. 27 Long-term follow-up is clearly needed to determine whether our mentor training and structured peer-mentoring program provides important support for both parties. Importantly, the program engages junior faculty at a critical time in their careers when faculty obligations may become overwhelming if poorly managed.…”

Perspective: Sistas In Science – Cracking the Glass Ceiling

“…Athena Starlard-Davenport, PhD 1 ; Alisa Rich, PhD, MPH 2 ; Titilope Fasipe, MD, PhD 3 ; Eboni I. Lance, MD, PhD 4 ; Kehinde Adekola, MD, MS 5 ; Ariadna Forray, MD 6 ; Mesia Steed, PhD 7 ; Ashley Fitzgerald, BS, PhD 8 ; Scharri Walker, PhD 9 ; Betty S. Pace, MD 10 In this perspective, we describe our experience as women of color scientists from diverse backgrounds and similar struggles embarking upon the National Heart, Lung and Blood Institute-funded program called PRIDE (Programs to Increase Diversity among Underrepresented Minorities Engaged in Health-Related Research). Under the leadership of our mentor and friend, Betty Pace, MD, a renowned and successful African American physician-scientist, the PRIDE Program was designed to address the difficulties experienced by junior-level minority investigators in establishing independent research programs and negotiating tenure and full professor status at academic institutions.…”

“…Studies also show that faculty with peer mentoring relationships perceived these interactions as beneficial for career success. 8 For instance, Lewis et al showed that graduate students, fellows, and junior faculty in behavioral and biomedical research with mentor and/or peer mentoring training were more likely than those without these trainings to have discussed teaching and work-life balance and clinical care and career plans. 8 Likewise, groups of women junior faculty with similar interests increased their ability to accomplish career goals and academic advancement.…”

“…8 For instance, Lewis et al showed that graduate students, fellows, and junior faculty in behavioral and biomedical research with mentor and/or peer mentoring training were more likely than those without these trainings to have discussed teaching and work-life balance and clinical care and career plans. 8 Likewise, groups of women junior faculty with similar interests increased their ability to accomplish career goals and academic advancement. 9,10 Specifically, Fleming et al showed that implementation of a faculty development program that met monthly for 1.5 hours to review a modular curriculum significantly improved the knowledge, skills, and attitudes, and the ability to write career goals and align activities with those goals especially among female faculty members.…”