Need for Empathetic Mentorship for Diverse Doctoral Student Needs   

A few weeks ago, I attended an online session on "Women of Color Mentors and Leaders in Academia" organised by the Department of Teacher Education at Michigan State University (MSU). The focus, as the title suggests, was to address challenges that women of colour, as early career researchers face in universities across United States. The discussions nonetheless brought attention to issues within academia that are perhaps relevant to graduate students across the world. The candid and honest conversations highlighted issues of mentorship, advice on negotiating current challenges and re-examining expectations based on personal goals in academia. 

I discuss some of the ideas from this session that were insightful because they made me critical of my own experiences as a Doctoral student in higher education or made me realise struggles of historically marginalised groups in such institutions. Others that inspired or left me with a new understanding. 

1. Mentorship

Speakers shared challenges of different kinds as faculty within academia. All however, agreed that the challenges they face now as Faculty are intimately connected with the quality of mentorship they received as Doctoral students. Through their many experiences, the speakers pointed at the need for supportive mentors and safe spaces in higher education to discuss issues that can cater to needs of especially underrepresented groups within academia.  

The experiences that speakers shared not only highlighted areas of necessary support but also guidance on ways to provide such support. Conferences, as a speaker shared, can be an overwhelming space. It requires presenting one's research in concise ways, networking with professors or other students towards collaboration or career opportunities. Skills that should be learnt while pursuing PhD. At the institution level these are often left to the purview of peer group discussion or worse are not seen as challenges as at all. They are also rarely discussed between the supervisor and student. Doctoral students with academic social capital are able to take advantage of such organised event within academia, others with little or no exposure or support, continue to be disadvantaged. A speaker discussed how in the context of international conference, coming from Asian cultures where "respect" is a big part of our interaction with teachers, students often find it difficult to talk to professors up close. This can be especially challenging when interacting with professors from European or North American universities where lines between formal and informal conversations are  blur e.g. in a formal meeting with faculty talk about one's family life or weekend plans are common.  

The session panelist spoke about ways, they are mentoring their students through some of these challenges. For example, accompanying Doctoral students at conferences to introduce them to other faculty in the field, ease them through the process at different formal/informal gatherings. 

In another case, a panelist spoke about her hesitation to highlight her vast accomplishments in the field as part of a committee that she was a chair of. The hesitation she highlighted stemmed from her cultural heritage that promotes humility over self promotion. However, in not highlighting her accomplishments she was hurting her chances of being taken seriously in the committee. While as Doctoral students we may not have much research experience like the panelist, it is important to see ourselves as part of a community that is thinking through questions in our field. Knowledge is not fixed but is always in the process of creation. For example, what questions does a text written by an academic in our field raises for us, given our experience of the world? Does it add to that experience or ignore it? how? These can also be questions that can be used for beginning conversations.  

Source: shared by Dr. Felicia Wu

Dr. Felicia Wu, a distinguished faculty at the Department of Food Sciences and Human Nutrition at MSU provided some useful ways to meander through the conference chaos. She suggests being observant and picking up social cues from others around us. "When in Rome, do as the Romans do". Overcoming our fears and making an attempt. I am an introvert and conferences always make me feel socially awkward. Over the years with trial and error, some strategies that I use are - to read up the conference attendee list. Read about academicians in my field, write to them and fix a time to meet with them during the event. Many academicians do not respond however, some always do. This helps in preparing for the networking on one conversation rather than having to talk around a group of people. Dr. Wu's last suggestion is very powerful. i.e. UNITE for strength. For me this means, helping each other out. For example, connecting people of similar interests, a safe space for people to express themselves in their own way, sharing ways of over coming common challenges, being empathetic towards someone having a bad day, and many more. 

2. Mentors come in all Forms

A panelist spoke about her social position as a first generation university student who could never develop a professional relationship with her supervisor. She detailed how some of her challenges were unique, uncommon to even her peers. In such a scenario, she never felt comfortable discussing them with peers or her supervisor. This made her Doctoral journey very challenging. She said this experience left her feeling less confident and feeling uncomfortable when put in a position of a leader or mentor. However, she said that she found her mentors who helped her through her PhD among the women of colour in the administrative staff of her department, highlighting that mentors are not limited to supervisors or teachers. They can be people all around us who make us feel empowered.

3. Constant Pressure to MultiTask and Perform

Many shared concerns about mental health especially with the constant stress of performing multiple different tasks e.g. publishing, mentoring, grant proposals, research, family, teaching, grading and many more. However, all panelist voiced a common advice i.e. decide your purpose and goal that gives meaning to you. Taking time off to engage in other hobbies can be very rewarding. Life can be as busy as we make it but is it worthwhile? Does it bring us joy? 

Source: shared by Dr. Desiree Qin

4. Many Identities

We inhabit many identities e.g. a woman, student, daughter, academic, citizen, etc. Often these identities are confined to certain spaces or relationships with people around us. Dr. Sohyun An, Professor of Social Studies at Kennesaw State University shared how her emotional bond with her daughter who raised many questions and concerns while growing up, shaped her concern for the world and subsequent professional life. She identifies herself as a mother scholar, Asian American (among others), identities that come together in her work. This has also shaped her writing which informs teachers and educators about the history of her community and ways this history can be taught in classrooms, while being sensitive to children's family backgrounds.

The speaker's many identities coalesced to create a beautiful 🌈  of ideas that has the potential to change the world around her.  

Conclusion

The session created a safe space to discuss challenges of many kinds that I have personally experienced during my Doctoral studies. It was a cathartic as well as empowering event. In a way, the speakers' and attendees' temporary relationship became that of a mentor and mentee where these roles often became dynamic. 

Our common challenges within academia helped us embrace our differences and identities. In addition, the shared ways of negotiations created knowledge in a less  discussed area. i.e. mentorship for underrepresented social groups in academia.  

Challenges are an opportunity to build resilience, shaping our moral compass and skills. However, these can only happen if one has the tools/strategies to analyse and choose the best course of action. The development of which requires empathetic guidance and mentorship which is missing in our current Doctoral programs where PhD degree has been reduced to quantity of research progress than socially meaningful progress.

Acknowledgements: Access to the session was made possible through the Fulbright Nehru Visiting Fellowship at Michigan State University and Dr. Jungmin Kwon at Department of Teacher Education. I am grateful to Dr. Felicia Wu, Dr. Desiree Qin and Dr. Sohyun for giving me permission to share their slides and work respectively.