In a recent TaMIS discussion, we explored the challenges and opportunities in creating inclusive mentorship in academia, with a focus on the intersectionality of identity, systemic barriers, and the ways mentorship can be improved to better support underrepresented groups.

Key Ideas Discussed:

1. “This is Water” – David Foster Wallace
   We all “swim” in the culture of academia, so it can be difficult to step back and recognize systemic issues that need addressing.
2. Disparities in Mentorship for Underrepresented Groups
   Data show that women and underrepresented minorities (URMs) often have to look outside their department or university for mentorship more than their peers. Intersectionality also plays a huge role in mentoring—there’s no one-size-fits-all model. Identity must be acknowledged in mentorship to support diverse needs, but this complexity can further increase disparities for URMs.
3. Personal vs. Science Identity
   Recognition of one’s identity as a scientist is important, particularly for URMs who may disproportionately feel imposter syndrome. However, not everyone wants to link their science identity to their personal identity.
4. Mentoring and Identity
   While matching mentor-mentee identities can help improve feelings for URM mentees, it’s not always feasible, and underrepresented faculty often become overburdened by diversity and mentoring responsibilities. Overrepresented faculty should step up, but many struggle to relate to mentees from different backgrounds. Peer-to-peer mentoring or mentoring across institutions can help fill gaps – inviting underrepresented faculty from other institutions to Penn State events can help forge those connections outside of PSU.
5. Challenges Across Different Identity Categories
   1. Race
      There’s a clear lack of diversity within academia, which impacts feelings of safety and community for URM students and faculty. Acknowledging this lack is the first step.
   2. Gender
      It can de difficult for mentees to speak up about gendered issues to their mentors when their mentors have a different gender.
   3. Gender Identity and Sexuality
      Some may find it easy to “come out” within their academic environment, while others may hide their identity out of fear. It can be easier to publicly be yourself if you have mentors and role models of your same identity to look to or openly accepting mentors. The Rainbow Science Network can be one way for faculty to show support and receive training on mentoring LGBTQIA+ students.
   4. Disability
      Barriers remain high at Penn State for students and faculty with disabilities. The ADA only provides a bare minimum of support, and the Student Disability Resources (SDR) office is underpowered. Mentors often make assumptions about the abilities of mentees with disabilities, placing the burden on the students themselves to navigate these hurdles. Improved training for mentors, including on how to address disability and on providing suggestions rather than prescriptions, could improve the experience of disabled students.

Actionable Items:

Providing information on resources for mentors and mentees can improve mentoring experiences. The Center for Improvement of Mentoring Experiences in Research
(CIMER) aims to improve mentoring relationships in research by providing training for mentors and mentees. The Rainbow Science Network provides training courses designed to increase the understanding of issues facing LGBTQ+ people to help mentors create inclusive research environments.