by Anna Maralit, B.A., University of Missouri
Graduate students often engage in informal mentoring of undergraduate students in their roles as graduate teaching and research assistants, however, little attention has been given to understanding and improving mentoring relationships between graduate students and undergraduate students (Brown, 2016). As we are often close in age to undergraduates who may be in our labs and classrooms, graduate students are viewed as accessible peer role models that can provide advice on scholarly activities, graduate school application processes, and general professional development questions. The following tips are meant to provide a brief guide to effectively mentoring undergraduate students and making the most of these all-too-common relationships.
Set clear boundaries at the outset of the mentoring relationship. Due to ease of accessibility, graduate students often become the first line of contact when undergraduate students are seeking assistance with projects. Role boundaries are important to acknowledge and maintain as multiple relationships are often unavoidable between graduates and undergraduates and thus vulnerable to potential ethical violations (APA, 2017; Johnson, 2003) You may find it helpful to clarify what types of questions and projects you are open to being consulted with about and which issues are more appropriate to send to faculty advisors or other potential mentors. Many graduate students also share space with undergraduates in their lab. Set aside time during the week dedicated to undergraduates to save yourself from constant interruptions.
Discuss effective mentoring with your mentor. It is often helpful to get advice from your own mentors about what they have learned from their mentoring experiences, their mentoring strategies, and feedback on your own mentoring. As Brown and Sheerin (2017) point out, having a senior mentor oversee graduate-undergraduate mentoring relationships both advances the mentorship training of the graduate student and further protects the undergraduate mentee. Additionally, it is likely that any situation you are struggling with in your own mentoring is something that your own mentor(s) has encountered. Utilize their knowledge to improve your mentoring relationships.
Be aware of the power dynamics inherent in mentoring relationships. Think about yourself as a mentee and how power dynamics play a role in your relationship with your mentor. We all have implicit biases and the decisions that we make in positions of power can have significant effects on mentees who are in less privileged positions (Anderson & Shore, 2008; Brown & Sheerin, 2017). Talk openly with undergraduate mentees and be mindful of how your words and actions can impact mentees when providing advice and feedback.
Keep your mentee’s best interest in mind. The ultimate goal of a mentoring relationship is to leverage your knowledge, skills, and experience to grow the professional development of your mentees (Anderson & Shore, 2008; Johnson, 2003). Look for opportunities when you can involve your undergraduate mentees in professional activities. Nominate them for applicable awards. And most importantly, communicate! Ask your mentees what their goals and priorities are and check in frequently to make sure sufficient progress is being made towards those aims.
Whether you are currently mentoring undergraduate students or may be doing so in the future, it is essential to consider these aspects of the mentoring relationship. Here are a few questions to get you started on exploring your own values and style of mentorship:
- What boundaries do I want to set with undergraduate students? How will I communicate these boundaries from the beginning of the relationship?
- Who will I ask to oversee my mentorship of undergraduate students? How often will I check in with them?
- How does my own experience and worldview impact my approach to mentorship? How might my values align with and differ from those of my mentee?
- What are my mentee’s goals for the mentorship relationship? Am I the best person to help my mentee achieve these goals?
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References
Anderson, D. D., & Shore, W. J. (2008). Ethical issues and concerns associated with mentoring undergraduate students. Ethics & Behavior, 18(1), 1-25.
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). http://www.apa.org/ethics/code/index.html
Brown, C. E. (2016). Ethical issues when graduate students act as mentors. Ethics & Behavior, 26(8), 688-702.
Brown, C. E., & Sheerin, K. M. (2018). The role of graduate students as mentors in health service psychology programs. Training and Education in Professional Psychology, 12(1), 22.
Johnson, W. B. (2003). A framework for conceptualizing competence to mentor. Ethics & behavior, 13(2), 127-151.
Disclaimer: The views and opinions expressed in this newsletter are those of the authors alone and do not necessarily reflect the official policy or position of the Psychological Clinical Science Accreditation System (PCSAS).