“Culturally responsive mentoring can be viewed as of racially minoritized students’ cultural histories, identities, experiences, and worldviews and evaluating one’s own prejudices, biases, and attitudes” (Sanczyk et al., 2021).
Acknowledge that you have your own biases, prejudices, and attitudes.
Power is the ability to control circumstances or access to resources and/or privileges
This is a position that is earned
Keep in mind that in your mentor/mentee relationship there is a power dynamic
An unearned advantage given by society to some people but not all
It is important to recognize where you have privilege and how that might relate to your mentor/mentee relationship
STEM culture was built and shaped by a long tradition of only allowing white men to participate.
As a mentor, it is your job to recognize this and anticipate where there might be issues.
Being a culturally responsive mentor is more than just recognition
Act as an ally
Advocate for change
Acknowledge cultural events
Acknowledge that racism, sexism, and ableism, among other forms of oppression, are real and present
Acknowledge that these DO impact your mentee
Show interest in your mentee’s culture and experience
Invite them to bring their whole self to the STEM space
Do your homework - don’t leave the entire relationship up to your mentee
Stay up to date on current events and how they might impact your mentee
Don’t make assumptions
If you see something, say something
Use your power and privilege to help change the landscape and culture
Recognize that you might make mistakes
Be open to critical feedback and making changes
Recognize and reflect on how certain situations might impact your mentee, their well-being, and their work
Ask questions if you aren’t sure
Re-evaluate your personal attitudes, influences, and biases that might come into play as a mentor.
- Students from historically marginalized populations typically than their well-represented peers. (Athey et al., 2000; Beech et al., 2013; Ensher et al., 2001; Milkman et al., 2015; Smith et al., 2000; Thomas et al., 2007)
- At the same time, they are than their well-represented peers to want to discuss race, sex, disabilities etc. and their impact on their academic career as well as ways to manage barriers.(Alexander & Hermann, 2016; Blake-Beard et al., 2011; Haeger & Fresquez, 2016; Ong et al., 2011)
- Mentors from well-represented backgrounds and ethnicities cite reasons like their , and/or fear of having their good intentions misunderstood for not engaging in these important conversations with their mentees.(Byars-Winston et al., 2020; DiAngelo, 2011)
- Other mentors may adopt a where they take on a neutral stance and simply cultural diversity and/or challenges associated with cultural diversity, refusing to acknowledge its relevance to their mentees or having an incomplete understanding about how cultural differences can impact the research experience.
For each case study, consider the questions that follow.
I am currently working with a fantastic scholar who I believe is having a positive experience working with our research team. However, I know that race, gender, and social identities play major roles in how individuals experience and navigate academic environments. I also know that it’s important for mentors to acknowledge these identities. I want to ask how to better support her and be a more inclusive mentor, but worry about broaching the topic in ways that place undue burden on her or are culturally insensitive. I haven’t asked yet for fear of making a mistake.Questions to consider:
What might the mentor’s intent have been in broaching this topic with their mentee?
At what stage in your mentorship relationship should you raise the topic of sense of belonging with a mentee?
What might be the impact on the mentee?
Anna, a mentor in a biomedical research lab, is guiding a group of undergraduate students in a research project. One of her mentees, Javier, is a student from a historically marginalized population who expresses interest in a particular research methodology that aligns with his cultural background. Javier proposes integrating traditional indigenous knowledge into the project, as he believes it could provide valuable insights. Anna, while recognizing the potential, feels uncertain about how to incorporate this without appropriating or undermining Javier’s heritage. Additionally, other team members are skeptical about deviating from conventional research practices.Questions to consider:
How might open dialogue and understanding of cultural diversity positively impact the mentor-mentee relationship and the overall research project?
What steps could Anna take to foster an environment where all team members appreciate and learn from Javier's perspective while maintaining the academic rigor of the project?
Dr. Smith, a seasoned STEM professor, is mentoring a group of undergraduate students in a research lab. Among them is Fatima, an international student from a culture that greatly values hierarchy and deference to authority figures. Fatima consistently hesitates to express her opinions during group discussions and seems reserved when interacting with Dr. Smith. The professor notices Fatima’s reticence and wants to create a supportive environment that encourages her active participation and values her cultural background.
Questions to consider:
How might Dr. Smith approach mentoring Fatima, considering her cultural background and the significance of hierarchy in her culture?
What strategies could Dr. Smith employ to create an inclusive and supportive atmosphere that enables Fatima to express her ideas comfortably?
What steps can Dr. Smith take to ensure that all students, regardless of their cultural backgrounds, feel equally valued and supported in the research lab?
- Evaluation of your own prejudices, biases, and attitudes
- Validation of the experiences of others
- Talk to your mentees about racially and/or culturally relevant issues
- Ask questions
- Show interest
- Avoid racial and/or cultural discussions
- Make assumptions
- Be afraid to connect with other mentors
- Everyone has their own experience.
- Listen to the experience of your mentees.
- Support can (and should) look different at different times.