The Science of Effective Mentorship in STEMM (2019) / Chapter Skim
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However, the scholarship on -- or science of -- mentorship and mentoring relationships (see Box S-1) can provide guidance on effective behaviors, theoretical frameworks, measures and assessment techniques, mentoring tools, possible structures of mentoring relationships, and the role of institutional support.3 Effective mentoring relationships 1 e Th committee uses STEMM to indicate the inclusion of medicine but recognizes the significant differences in medical training culture.
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Mentorship is operationalized for STEMM contexts through career support functions (e.g., career guidance, skill development, sponsorship) and psychosocial support functions (e.g., psychological and emotional support, role modeling)
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Mentoring can and has been used to develop cultures of inclusive excellence, which are more likely to support the development of diverse STEMM professionals.7 Creating a culture of inclusive excellence requires academic institutions to identify where student success is not equal across all demographics, discover which educational practices succeed in addressing those inequities, and work intentionally to build from those practices in a way that sustains institutional change. Given that effective mentoring relationships for individuals across career stages can strongly support mentee success in STEMM fields, creating a culture of inclusive excellence must include providing access to effective mentoring for all students.8 This report and the associated online guide use the growing scholarship on mentorship developed in the context of STEMM and in fields outside of STEMM as a basis for 5 dentity I refers to the composite of who a person is, the way one thinks about oneself, the way one is viewed by the world, and the characteristics one uses to define oneself, such as gender identification, sexual orientation, race, ethnicity, nationality, and even one's profession.
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The report provides examples of programs that have included research-informed men torship practices as a key component for increasing student success in undergraduate and graduate STEMM fields while also reviewing the challenges of assessing mentorship and program effectiveness.11 Finally, the report addresses the importance of institutional culture change to support widespread implementation of effective mentorship practices and makes specific recommendations for the range of actors that must engage to improve the practice of mentorship in STEMM. THE PROCESS OF EFFECTIVE MENTORSHIP Mentorship refers to a collaborative learning relationship and working alliance based on intentionality, trust, and shared responsibility for the interactions in that relationship and the effectiveness of those interactions.12 Effective mentorship provides aspects of both psychosocial and career support, and may include role modeling, advising, spon sorship, and helping the mentee develop a supportive network of other mentors and peers.13 Mentorship, like all working alliances, evolves through stages over time, and entails critical and honest self-reflection at multiple stages of the mentorship process.
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The use of mentoring tools -- compacts or plans, mentor maps, and individual development plans among others -- can facilitate effective mentoring relationships.18 Mentorship becomes less effective when mentors are absent, set unrealistic expectations, or do not provide clear and relevant guidance. Negative mentoring experiences can include mentor-mentee mismatch regarding work styles, values, and personalities; distancing behavior such as self-absorption of the mentor and neglect of the mentee; manipulative behavior such as the mentor inappropriately delegating work to the mentee or taking credit for the mentee's work; lack of mentor expertise including both technical (skill- or 14 hapter C 3 explores mentor match.
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Mentees without access to culturally responsive mentoring can experience identity interference or identity conflict and concealment, which is the perceived or actual discordance between different aspects of an individual's identity.22 This can lead to self-doubt, reduced psychological well-being, and lower aca demic or professional performance. Many STEMM faculty mentors unintentionally devalue cultural and social diversity in mentoring relationships, neglecting the fact that important social identities shape their mentees' academic experiences.
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, and mentees (undergraduate and graduate students participating in mentoring programs and other mentoring relationships) , and professional associations.
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2.2: Program leaders should support mentorship by ensuring there are evidence based guidelines, tools, and processes for mentors and mentees to set clear expectations, engage in regular assessments, and participate in mentorship education. Program design should take into account the stages of mentoring relationships and ensure that the evolving needs of undergraduate and gradu ate students are met as they shift to career stage–appropriate independence.
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Such reviews should involve different stakeholders groups, check for alignment with stated program goals and missions, ensure that practices for effective mentorship are incor porated throughout activities and programs, and work to create a culture of accountability. 3.2: Program leaders should establish and systematically review formal mentor ing activities and programs and other structured feedback systems to make programmatic decisions such as who is allowed to serve as a mentor, when to intervene if relationships are not effective, and how to help mentors improve their skills over time using established methods and instruments for measur ing mentorship effectiveness.
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Professional associations should also intentionally create cultures of inclusive excellence to improve the quality and relevance of the STEMM enterprise. Recommendation 5: Support Multiple Mentorship Structures 5.1: Institutional leadership should support policies, procedures, and other infra structure that allow mentees to engage in mentoring relationships with mul
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who can provide complementary or supplementary functions that enable mentees to progress and succeed. 5.3: entees should consider developing, as needed, a constellation of mentor M ing relationships with multiple individuals within and outside of their home department, program, or institution using tools designed for this purpose such as mentoring maps and individual development plans.
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7.2: Program leaders and department chairs should periodically review mentorship assessment results to identify and mitigate negative experiences. They should be open to the possibility of having to serve as a neutral third party to improve ineffective or negative mentoring experiences, and they should also be prepared to carry out their role effectively by participating in professional development on mentorship, conflict management, and workplace laws and ethics.
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8.1: Funding agencies should encourage the integration of evidence-based mentor ship education for mentors and mentees and assessments of mentorship into grant activities that involve undergraduate and graduate student research, education, and professional development to support the development of the next generation of talent in STEMM. 8.2: Funding agencies, when supporting STEMM student development, should require tools such as mentoring compacts and individual development plans to operationalize intentionality and promote shared understanding of the goals of mentoring relationships on sponsored projects.
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9.5: Scholars should investigate how different aspects of mentor-mentee socio cultural similarity may help shape mentorship outcomes to elucidate the effec tiveness of matching practices and processes in formal mentorship programs and provide greater access to quality mentoring.
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