Next generation: A mentoring program for black female psychologists.

Abstract

Black women remain grossly underrepresented in academic psychology departments at major American universities. With better representation, their intellectual contributions to research, practice, and education in the discipline could significantly expand the margins of the field. Given the positive effect of Black faculty on priming the pipeline of graduate students, increasing the number of Black faculty would likely improve the recruitment and retention of Black graduate students. A pilot mentoring group designed specifically for Black female psychologists with a commitment to academic research careers provided significant beneficial experiences and demonstrated good success in the desired direction.

Experiences and perspectives of African American, Latina/o, Asian American, and European American psychology graduate students: A national study.

“…In the present investigation, the findings about access to mentoring as one of the factors related to satisfaction with studies in psychology occurred irrespective of student’s ethnic background, and are consistent with earlier studies about the importance of mentoring (Daniel, 2009; Hollingsworth & Fassinger, 2002; Paglis, Green, & Bauer, 2006). Past research has shown that mentoring serves a particularly important function of support, including guidance, emotional support, opportunities to network, and information (Daniel, 2009; Green & Hawley, 2009).…”

Sisters of the Heart Along the Way: The Power of the Female Mentoring Relationship

“…These and other variables are discussed in the literature (Bogat & Redner, 1985;Dreher, Cox, & Taylor, 1996;Gilbert & Rossman, 1992;Green & Hawley, 2009;Hansman, 1998;Nevel & Coche, 1993;Paludi, Martin, Stern, and Defour, 2011;Ragis & Cotton, 1999;Ulku-Steiner, Kurtz-Costes, & Kinlaw, 2000) with recent work that discusses mentoring of African American women underrepresented in research and academia (Daniel, 2009;Evans & Cokley, 2008) and mentoring of Latinas (Comas-Diaz, 2011;Gonzalez-Figueroa & Young, Angela, 2005) and Asian-American women (Homma-True, 2011) in various professional roles. While there is some growing literature on strategies and models for mentoring women (Chesler & Chesler, 2002;Files, Blair, Mayer, & Ko, 2008;Liang, Tracey, Taylor, & Williams, 2002;Rayburn, Denmark, Reuder, & Austria, 2011;Williams-Nickelson, 2009), an increase in attention to the topic is indicated.…”

Mentoring the Mentors of Underrepresented Racial/Ethnic Minorities Who are Conducting HIV Research: Beyond Cultural Competency

“…“It's not that bad anymore, especially not here”), and of racial privilege (“Whites have disadvantages, too”). Among White populations, studies indicate that CBRI is related to racial and gender intolerance, belief in a just world [23], a social dominance orientation [24], lower cultural appreciation [25], victim-blaming ideology, fear of people of color or “White fear” [26] and lack of ethno-cultural empathy [27]. Among UREM populations, studies indicate that CBRI is related to internalized racism and denial or minimization of institutional racism and the role of White privilege [28, 29].…”

“…UREM mentors can be an invaluable resource to UREM early-stage investigators; research suggests that having UREM mentors positively impacts UREM mentees' professional development and increases the retention of UREM as researchers [26, 27]. Yet, there are unique challenges associated with being one of few ethnic minority leaders in HIV, a field involving considerable racial/ethnic health disparities.…”