Mentoring Special Populations

Abstract

Mentorship is critical for career development. Members of special populations are at increased risk of information shortfalls and advice that is not framed with cultural sensitivity. Special knowledge and skills are needed to successfully mentor members of ethnic minority and other special populations. Midlevel and senior scientists need specialized training to effectively mentor the next generation of gerontological scientists. This article focuses on the characteristics of mentor and prote´ge´s and how best to match them for career success.Mentoring faculty from special populations in geropsychology is critically important and challenging. There is a well identified lack of diversity in geropsychology, and people of color in the field face unique challenges in their careers. This article draws upon our collective experiences mentoring geropsychologists at the level of graduateThe first author of this paper extends special thanks to Linda M. Burton for her editorial suggestions. He also thanks the National Institute on Aging for their support of him and and of the programs he has been involved in to mentor students and faculty of color. Additional thanks to Taylor Harden, James Jackson, and Chandra Mehotra for mentoring this author and offering programs that mentor faculty and students of color.

“Biomedical Workforce Diversity: The Context for Mentoring to Develop Talents and Foster Success Within the ‘Pipeline’”

“…Many URM young scientists have a strong desire for mentors who are ‘like them’ even if not primary research mentors (42). In our work and others,’ URM and women graduate students often express how difficult it is to sustain an image of a career when they don't see others like themselves making it.…”

International Student–Athlete Adjustment Issues: Advising Recommendations for Effective Transitions

“…Whitfield and Edwards (2011) stressed the importance of authentic mentormentee relationships, suggesting that implemen tation of a mentorship system, despite some drawbacks, provides support for addressing the educational, psychological, and athletic needs of ISAs.…”

“…Academic, personal, and career as three components of advising comes from O'Banion's (1972O'Banion's ( / 1994O'Banion's ( /2009) model of development advising. All adjustment issues were identified from previous literature reviewed (Abel, 2002;Andrade, 2005;Brown & Rivas, 1993;Clark & Parette, 2002;Comeaux et al, 2011;Etzel et al, 1996;Ghosh et al, 2007;Hinkle, 1994;Hurley & Cunningham, 1984;Meadows et al, 2011;Parham, 1993;Popp et al, 2011;Whitfield & Edwards, 2011).…”

Pikes Peak conference and competency-based training in professional geropsychology.

“…The Society of Clinical Geropsychology and Psychologists in Long-Term Care both have mentoring programs. A 2011 issue of Educational Gerontology included a special section on mentoring in clinical geropsychology (Zimmerman, Fiske, & Scogin, 2011) that addressed mentoring across levels of training and professional development (Karel & Stead, 2011;Knight, 2011;Lichtenberg, 2011;Whitfield & Edwards, 2011). Many geropsychologists serve as mentors; the more there are who devote professional time and energy to mentoring, the greater will be the engagement of trainees and junior colleagues in the field.…”