TY - JOUR
T1 - Mentoring the mentors of students from diverse backgrounds for research.
AU - Wyatt, Gail E.
AU - Chin, Dorothy
AU - Milburn, Norweeta
AU - Hamilton, Alison
AU - Lopez, Susana
AU - Kim, Alex
AU - Stone, Jacqueline D.
AU - Belcher, Harolyn M.E.
N1 - Funding Information:
Gail E. Wyatt, Norweeta Milburn, and Alison Hamilton appreciate the support of the National Institute of Drug Abuse (2R25DA035692-06) to Gail E. Wyatt, Norweeta Milburn, and Alison Hamilton; Robert Woods Johnson Foundation (17-M89 & 73222) support to Harolyn M. E. Belcher, Jacqueline D. Stone, and Gail E. Wyatt; UCLA AIDS Institute (RP15-LA-007 & AI28697) funding to Gail E. Wyatt and Norweeta Milburn; and the UCLA Center of Excellence (P50 MH73453 & R34 MH077550) support to Gail E. Wyatt and Dorothy Chin. Special acknowledgements to Jenna Alarcon, MPH for assisting with locating resources.
Publisher Copyright:
©2019 APA, all rights reserved).
PY - 2019
Y1 - 2019
N2 - This article defines and discusses 6 beliefs, attitudes, and practices that can Erode or undermine self-esteem and self confidence in student-scholars from underrepresented and marginalized groups in academic settings. Specifically, the beliefs and practices are reactions to implicit bias, color blindness, imposter syndrome, internalized racism, stereotype threat, and code-switching. Mentors need to know how to discuss these reactions because they can also influence the mentoring process and academic performance. To minimize incidents or interactions that might result in scholars not being able to find their place in these settings, recommendations for basic mentoring strategies and individual- and systemic-level approaches to address institutional racism are discussed.
AB - This article defines and discusses 6 beliefs, attitudes, and practices that can Erode or undermine self-esteem and self confidence in student-scholars from underrepresented and marginalized groups in academic settings. Specifically, the beliefs and practices are reactions to implicit bias, color blindness, imposter syndrome, internalized racism, stereotype threat, and code-switching. Mentors need to know how to discuss these reactions because they can also influence the mentoring process and academic performance. To minimize incidents or interactions that might result in scholars not being able to find their place in these settings, recommendations for basic mentoring strategies and individual- and systemic-level approaches to address institutional racism are discussed.
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U2 - 10.1037/ort0000414
DO - 10.1037/ort0000414
M3 - Article
C2 - 31070417
AN - SCOPUS:85065754987
SN - 0002-9432
VL - 89
SP - 321
EP - 328
JO - American Journal of Orthopsychiatry
JF - American Journal of Orthopsychiatry
IS - 3
ER -