During the 2024 Collaborative Perspectives on Addiction (CPA) Meeting, the CPA Diversity Committee convened a panel of four esteemed scholars who have mentored individuals at all levels of training (undergraduate, doctoral, and early career). The panelists were - Dr. Yessenia Castro, Dr. Miguel Pinedo, Dr. James Murphy, and Dr. Denise Hein. Moderators engaged the panelists in a critical discussion on best practices for effectively mentoring scholars from diverse backgrounds. Effective mentorship is a vital component of academic success, particularly for scholars from backgrounds traditionally underrepresented in academia, and mentors who embrace best practices create a supportive environment that helps mentees navigate challenges and achieve their goals. Key elements discussed during the panel are described below.
Building Trust and Relationships
Establishing a strong mentor-mentee relationship begins with building trust. Successful mentors attempt to connect their mentees on topics beyond just their academic interests. Asking questions like, “Tell me about yourself, not just your research interests?”, “What are some of your hobbies?” can open the door to a deeper understanding and demonstrates genuine care. This approach helps create a comfortable atmosphere, allowing mentees to feel at ease.
Occasionally meeting outside of formal settings, such as grabbing coffee, is a strategy that can significantly promote openness in the mentor-mentee relationship. These informal settings provide a relaxed atmosphere that encourages mentees to share their aspirations, concerns, and goals. By treating the mentor-mentee relationship as more of a collegial partnership than a hierarchical dynamic, mentors can foster mutual respect and collaboration.
Mentors can significantly enhance support for scholars from underrepresented backgrounds by connecting them with colleagues who share their social identities. This approach helps them find role models and additional support systems.
Setting and Navigating Expectations
Panelists from underrepresented backgrounds also shared their experiences of microaggressions and low expectations, where they were told to aim lower or had their abilities underestimated, by previous mentors. Mentors can counteract this by not lowering expectations and encouraging their mentees to excel. Likewise, panelists praised their former mentors who believed in their potential and expected high performance, pushing them to achieve more than they initially thought possible. This approach inspires mentees and motivates them to strive for excellence.
Mentors should encourage talented undergraduate mentees to consider graduate school or other professional advancement opportunities. Some timid, modest, or quieter students may have untapped potential, and a one-on-one conversation may help draw out hidden career aspirations. Simply knowing that a mentor believes in them can be a game-changer for many students.
Courageous Conversations and Respecting Boundaries
Courageous conversations are essential for addressing issues impacting a mentee’s well-being and academic performance. These conversations may touch on uncomfortable but important topics, such as financial struggles or social and political issues. Acknowledging and discussing social identity challenges, such as being the first in the family to attend college, can help mentees feel understood and supported.
Successful mentors are also aware of cultural differences, such as preferences around formality. For example, some mentees may be uncomfortable using their mentor’s first name. Flexibility and respect for these preferences are key.
While offering emotional support is important, boundaries can help mentors avoid slipping into roles like that of a parent or counselor. Successful mentors are understanding and empathetic while remaining focused on academic and professional development.
Mentoring for Improvement
Mentorship is not only about celebrating successes but also about acknowledging struggles. Mentors could share their own setbacks, such as rejected grants or unfunded projects, and emphasize the importance of persistence. Helping mentees learn ways to “pick themselves back up” after a setback is crucial for their long-term success.
Panelists also suggested that mentors share drafts of applications and manuscripts, along with reviewer feedback, to give mentees valuable insight into the revision process. When offering feedback, mentors should aim to be both honest and constructive. Framing critiques positively—such as saying, “This is great, and we’re going to make it better”—can boost mentees’ confidence while encouraging growth. Providing clear improvement plans and resources further supports mentees in their development.
Ultimately, effective mentorship for scholars from diverse backgrounds requires intentional relationship-building, setting and navigating expectations, and fostering open dialogue. By following these best practices, mentors can support their mentees to thrive academically and personally.
This panel discussion was organized by the members of the 2024 CPA Diversity Committee Dr. Fiona Conway, Dr. Neo Gebru (chair), Dr. Kasey Van Hedger, Dr. Byron L. Zamboanga, Dr. Jessica Perrotte, Dr. Lidia Meshesha. The panel was moderated by Drs. Perrotte and Gebru. The initial draft of this summary document was prepared by Dr. Conway, which was edited and reviewed by all members of the committee. The committee would like to thank the panelists for their time and advice for advancing diversity within addiction psychology.
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