Investigating the Influence of Mentor-Mentee Race and Gender Pairs on Public Health Persistence

Background. Mentoring and immersive experiences through internships are important means of increasing underrepresented (UR) students' persistence in public health. However, while the positive effects of mentoring are well established, studies on the effect of race/ethnicity and gender mentor matching on persistence have produced mixed results. Aims. This article investigates the impact of homogeneous and heterogeneous mentor-mentee pairs on UR intern persistence for Project Imhotep, a summer internship program at Morehouse College. Method. The authors employ multivariable logistic regression analyses to examine the relationship between mentor and mentee race/ethnicity and gender characteristics on undergraduate intern academic persistence and career attainment. Results. Mentor demographics and institution type are predictors associated with intern academic and career persistence; however, the predictive importance of model attributes varied by outcome. Mentees paired with UR mentors (female or male) were more likely to attend graduate school, and mentees mentored by female mentors (UR female or White female) were more likely to pursue a graduate degree in public health. Finally, mentees mentored by UR females had the highest likelihood of either pursuing a graduate degree in public health or a public health career. Discussion. This article advances our understanding of how mentor-mentee race/ethnicity and gender affects the recruitment and retention of undergraduate students from racially and ethnically UR populations into public health. Conclusions. The findings suggest that the degree of shared racial/ethnic and/or gender identity between a public health intern and mentor influenced the likelihood of the intern pursuing further education or a public health career

The Impact of The NASPA Undergraduate Fellows MentorshipRelationship

Mentoring can have a great impact on students during their higher education career. This influential role of mentors can be found valuable for a wide variety of populations, and has specifically monumental influences for underrepresented students. The NASPA Undergraduate Fellows Program (NUFP) aims to facilitate the mentor-mentee relationship for historically disenfranchised and underrepresented students who are interested in exploring a career in higher education and student affairs. In this study, returning participants of the NUFP program were interviewed and the positive effects of their mentorship experience were identified. Research in this study focused on the question; what are the positive effects for historically disenfranchised and underrepresented undergraduate students who are interested in pursing a career in higher education and student affairs by working with a professional mentor? Additionally, the epistemological approach of testimonios situated the researcher as part of the NUFP community. This approach elicited personal knowledge and emotions that a typical evaluation cannot reach. This study found that having a professional mentor as a historically underrepresented and disenfranchised student improves experiences during one’s undergraduate education journey. A clear understanding of the ways in which these students were impacted has been 3 identified. The current research on mentor relationships can be transcribed across many disciplines and levels of university studies. The significance of these findings is that in the future, academic programs may be confident when encouraging their diverse student populations to seek out a professional mentor, with whom they can form a working relationship

Understanding the effects of remote and virtual environments on graduate student motivation for an academic career

This study has explored key contributors of graduate student motivation for a career within academia after program completion and the potential effects of a virtual or remote learning and teaching environment on that motivation. Evidence suggests that two main contributors to a programs ability to maintain and grow their academic research talent are a graduate students’ experiences both as an instructor and in their personal relationship with their mentor or advisor. Evidence further suggests in-person communication and socialization are at the heart of these factors. The positive connection between those experiences and the motivation to remain in higher education lend evidence to the importance of nurturing that same communication and socialization within virtual and hybrid environments.Thesis (M.S.

Career planning courses increase career readiness of graduate and postdoctoral trainees

BACKGROUND: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. METHODS: Participants enrolled in a career course at trainees' respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. RESULTS: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). CONCLUSIONS: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.DP7 OD020317 - NIH HHS; P20 GM121327 - NIGMS NIH HHS; P30 CA177558 - NCI NIH HHS; R01 GM140282 - NIGMS NIH HHSPublished versio

Supporting Meaningful Career Paths: Effects of Mentoring and Adulthood Perception on Vocational Outcomes for Emerging Adults

During the transition to adulthood, adolescents are faced with numerous developmental challenges, including increased rates of risk-taking, academic pressure, and greater struggles with low self-esteem. Naturally-occurring mentoring relationships can aid in providing guidance and advice as well as emotional and tangible support during this time (Ahrens et al., 2008). The present study examined how natural mentors during adolescence shape vocational outcomes during early adulthood, and whether this impact of mentoring can be explained by changes in perceived adulthood during the transition to adulthood. Analyses used data from a large, nationally representative sample, the National Longitudinal Study of Adolescent Health (Add Health), which followed 15,197 youth longitudinally from adolescence through ages 24-32. Results suggested that the presence of a natural mentor predicted vocational outcomes such as pursuing higher levels of education (b = .49, SE = .05, p \u3c .001), more job autonomy (b = .06, SE = .02, p \u3c .05), and having first jobs that better aligned with their career goals (b = -.23, SE = .04, p \u3c .001) even after co-varying for youth age, minority status, gender, and baseline academic performance. Closeness of natural mentors predicted lower levels of education attained (b = -.06, SE = .02, p \u3c .001). In addition, perceived adulthood partially mediated the effects of closeness to mentor on highest education achieved (Sobel = -.002, SE = .001, p \u3c 0.01). These results suggest that naturally-occurring mentoring relationships during adolescence can lead to improved vocational outcomes, and that mentoring is also linked to increased perceptions of one’s adult roles. Keywords: AddHealth, mentoring, emerging adults, perceived adulthood, vocational outcome

Student-adult mentoring relationships : experiences from a Scottish school-based programme

The project on which this paper is based was funded by the Academy for Educational Development (AED), now incorporated as part of the FHI Development 360 LLC (FHI 360) in Washington, DC, USA.Peer reviewedPostprin

Effects of a Peer-To-Peer Mentoring Program: Supporting First-Year College Students’ Academic and Social Integration on Campus

This paper presents findings from a peer-to-peer mentoring program supporting ethnically diverse first-generation students at a mid-sized university in the Southwest. Research on mentoring during the undergraduate years has placed emphasis on the quality of lived-collegiate experiences from both a peer-mentor and mentee perspective (Crisp, Baker, Griffen, Lusnford, & Pifer, 2017). Using a mixed methods approach, two survey instruments and qualitative analysis, interviews with peer-mentors and mentees suggested student development occurred through various means: (i) academics, (ii) university involvement, and (iii) the reinforcement of friendship. These findings reinforce theory first drawn from Tinto’s (1993) student integration perspectives (e.g., academic and social integration). Peer-mentors fulfilled their roles, while mentees who were actively involved in the program reported to have benefitted the most. The effectiveness of the mentoring program highlighted contributions to enhancing, at least one of the following, for all mentees: first-year experience, degree of college involvement, and overall retention rate

Mentoring the Mentors: Implementation and Evaluation of Four Fogarty-Sponsored Mentoring Training Workshops in Low-and Middle-Income Countries.

A growing body of evidence highlights the importance of competent mentoring in academic research. We describe the development, implementation, and evaluation of four regional 2-day intensive workshops to train mid- and senior-level investigators conducting public health, clinical, and basic science research across multiple academic institutions in low- and middle-income countries (LMICs) on tools and techniques of effective mentoring. Sponsored by the Fogarty International Center, workshops included didactic presentations, interactive discussions, and small-group problem-based learning and were conducted in Lima, Peru; Mombasa, Kenya; Bangalore, India; and Johannesburg, South Africa, from 2013 to 2016. Mid- or senior-level faculty from multiple academic institutions within each region applied and were selected. Thirty faculty from 12 South America-based institutions, 29 faculty from eight East Africa-based institutions, 37 faculty from 14 South Asia-based institutions, and 36 faculty from 13 Africa-based institutions participated, with diverse representation across disciplines, gender, and academic rank. Discussions and evaluations revealed important comparisons and contrasts in the practice of mentoring, and specific barriers and facilitators to mentoring within each cultural and regional context. Specific regional issues related to hierarchy, the post-colonial legacy, and diversity arose as challenges to mentoring in different parts of the world. Common barriers included a lack of a culture of mentoring, time constraints, lack of formal training, and a lack of recognition for mentoring. These workshops provided valuable training, were among the first of their kind, were well-attended, rated highly, and provided concepts and a structure for the development and strengthening of formal mentoring programs across LMIC institutions