Research and Professional Development 2 - How to Support Marginalized Students in Navigating Professional and Personal Identity Development Through Supervision and Mentoring

It is anticipated that by 2044, the current racial and ethnic minorities in the U.S. will become the majority population (U.S. Census Bureau, 2015). While the rate of minority groups in the U.S. is steadily increasing over the years, the same magnitude of change is not reflected in the number of professionals in psychology (APA, 2020). Some of the plausible factors for the continued exclusion of minority groups in psychology programs include financial difficulties, community characteristics, and a lack of diversity representation in academia as a whole (Muñoz-Dunbar & Stanton, 2009). Additionally, within predominantly white institutions (PWIs) marginalized students may experience cultural isolation, tokenism, identity crises, and insufficient mentoring (Brunsma et al., 2017; Torres et al., 2010).

The authors argue that a discussion of personal and professional identities, experiences, and values could be integral to sustaining the workforce of color in the field of psychology. Specifically, we will explore how faculty can utilize supervision to support marginalized students within doctoral programs in better integrating their professional and personal identities. This is particularly important as marginalized students may not necessarily be paired/are able to seek mentorship from advisors and supervisors with experiences of marginalization. Marginalized students may be faced with classroom material and experiences that may contradict their values and sense of self, increasing lack of belonging within the program. Research has found that supportive mentorship is significant in the success of students, and supportive mentors may have qualities such being trusting, consistent, and open to feedback (Schlosser et al., 2003; Trent et al., 2021). Faculty have the opportunity to serve as cultural brokers to help marginalized students navigate the culture of academia. The research regarding culturally informed supervision within clinical psychology is limited, thus the authors draw from findings in literature from other disciplines (i.e. medical training, and counseling psychology). The discussion will highlight specific action items to support faculty mentors in advocating for and supporting their students.