Becoming an Intentional Mentor in STEMM

October 04, 2021

Information

September 23, 2021

Yale Pathology Grand Rounds

Antentor Hinton, Jr., PhD

ID6958

To CiteDCA Citation Guide

00:05Great team.
00:11Welcome everybody. To pathology
00:15grand rounds on behalf of the
00:18Department's Committee on Diversity,
00:20Inclusivity, equity and engagement.
00:22Otherwise known as DICE,
00:24I would like to welcome you all.
00:26We excited today to have a doctor.
00:31Antenor Hinton from Vanderbilt
00:33University he said he's an assistant
00:36professor in the Department of
00:38Molecular Physiology and Biophysics.
00:40Uhm, the committee has.
00:44Engaged with various aspects of the
00:47department and we were fortunate
00:49enough to receive the green light
00:52to invite speakers to ground
00:53rounds that would contribute to.
00:56The mission of the committee and
00:58today we're delighted to have our
01:00first ever grand round speaker
01:02that was actually an invitee.
01:04From the committee itself,
01:05and we're hoping that we can engage
01:08in discussions that will advance
01:09the mission of the committee and
01:12they align very well with the
01:13mission of the university as well.
01:15The Department of the University.
01:17So I want to thank the Chair and the
01:20grander organizers for giving us this forum.
01:23I think it's very valuable for us too.
01:28Hear from the experts and engage in
01:31discussion and conversation that
01:33will help us advance all the all
01:35the many aspects of our mission.
01:37Uhm, before I turn over the
01:40podium to Doctor Hinton,
01:41I would like to tell you a little bit
01:43more about him and his background.
01:46So I believe he received his
01:49undergraduate degree in biology from
01:51Winston Salem State University.
01:53Then he also did post patinage.
01:57And then receive this page D from
02:00Baylor University where he studied
02:02the molecular biomedical sciences.
02:04He also has extensive postdoctoral training,
02:07both at the University of Iowa
02:09at the Mayo Clinic.
02:11And he's been working on looking
02:14with really cutting edge microscopic
02:18techniques at the morphology
02:20and function of mitochondria.
02:23They are and so on in disease states
02:24such as diabetes and cardiovascular disease,
02:27so his research interests also
02:28align very well with our mission.
02:31Nevertheless, we were attracted to.
02:35All the activities that he has
02:36engaged in in terms of equity and
02:39diversity and advancing mentoring.
02:41And has received numerous awards and
02:43he's been very active in this space.
02:45So we come.
02:47I already met with him already and I was.
02:51100% impressed with the level of
02:53thought and care that he puts into
02:56these concepts in this in this issue so.
02:59Without further adieu,
02:59I would like to turn the podium over to him,
03:02and we really look forward to your
03:04presentation in a conversation.
03:06Thank you for accepting our limitation.
03:08The floor is yours.
03:10Thank you so very much and I look
03:12forward to every once I've bought
03:15and input after the presentation.
03:17So today we'll be talking about
03:19several different topics and how they
03:21merge together to be able to create
03:24what we're going to talk about today.
03:25So in brief, I'll be talking
03:28about why we need to mentor,
03:30why isn't important,
03:32and then why in the context of mentoring,
03:37why do we need to have this
03:38conversation today, so the conversation?
03:40That will be happening today
03:41is about unconscious bias,
03:43stereotypes and microaggressions,
03:45and how these things can be impactful
03:48and shaping our mentor ship with
03:50others and how we also can improve our
03:53mentorship through having mentoring dot
03:55of as a science and also good mentoring,
03:59negative Internet,
03:59intentional mentoring are
04:00topics that will cover.
04:01So before I start I just want everyone to
04:04say this is just what the data supports.
04:06I already believe that everyone on
04:08this line is a good individual already.
04:10Believe that you just a desire
04:11to have a positive workplace,
04:13and I assume that no one or very few
04:15of you are trying to intentionally
04:17harm anyone or hurt,
04:18or who could care less about
04:20other people's feelings.
04:21So everything that we're talking about is
04:23something that we all can contribute to.
04:25And yes, even me too, we're not.
04:27I'm not perfect,
04:28but I assume that each of you
04:30just like myself,
04:31all have challenges and things that
04:32we're working together to to learn.
04:34And so in this topic,
04:35we're learning together.
04:36So it's not me being only like the expert,
04:39it's you being there.
04:40Expert, in which sharpening each other.
04:43So in today's space will
04:45talk about multiple things.
04:46So let's get started.
04:48So first I want to give you a reason
04:50about why we should mentor and in the
04:52context of the spirit of this being
04:54a School of Medicine department,
04:56I wanted to talk about the context
04:57of how mentorship can actually
04:59shape individuals.
05:00So over on the right we have three different,
05:03you know, levels of mentorship.
05:04We have myself,
05:05Dr Kartman tours me and
05:07Doctor Ogan mentors Dr.
05:08Clark.
05:08So the point here is just to show
05:11that mentorship is a lineages.
05:13Who you mentor and how you mentor
05:15them impacts them as a human
05:17being and how successful they can
05:18be and how they see themselves.
05:20However, residents that are mentor nearly do.
05:25I guess twice as well as what the
05:27literature says as anyone else with
05:30the same excellent grip preparation.
05:32However,
05:32when you're looking at mentors that
05:35are lacking in the space of mentor,
05:38many minority students that are
05:41residents you do not see the same
05:43type of intentional mentorship.
05:44They actually are less likely to
05:47establish a mentorship relationship
05:48with their peers or individuals that
05:50are at a rank higher than them.
05:52So this begs the question about why then.
05:55Also,
05:56what's interesting is that mentoring
05:58plays an important role in the
06:00perceived outcome of all on career readiness.
06:03So this would suggest that mentoring
06:05is essential for the preparation
06:07of preparing for a career.
06:08However, it's very difficult for
06:11underrepresented students and
06:12also a residence as well to face.
06:15The challenges that are going on in
06:17their everyday life and actually develop
06:18authentic relationship with a mentor.
06:20So what we're trying to do today
06:22is trying to under that standard
06:23this space of how to mentor and how
06:26to create positive role models.
06:27So I have three examples of mentors
06:29that I have encountered over
06:31the years and various facets.
06:33And if you notice there from each
06:36individual minority group and
06:37what I'm trying to say is that
06:39mentorship can be for anyone.
06:40I'm an African American and I'm mentored
06:43by individuals that don't look like.
06:45Me and that looked like me and
06:46the point of this is to show that
06:48everyone has a place in mentorship,
06:50but it's up to you to decide what
06:51type of mentor that you want to be
06:53and what type of encouragement and
06:55reward that you get from mentoring
06:57just individuals in general and
06:59also underrepresented mentors.
07:00So let's look at another publication.
07:02Let's look at a little bit of the
07:04data so mentoring programs should
07:05be tailored to to respect settings
07:08and environments.
07:09So that would suggest that mentors that
07:11are mentoring minority groups have to
07:13be a little bit more intentional about
07:14the backgrounds that individuals.
07:16Come from to be able to have them
07:18a better cultural representation
07:19and include the unique needs of
07:21those individuals from the distinct
07:23minority groups.
07:24In addition to this meant Torrance
07:26must be encouraged to be able
07:28to put forth their best efforts
07:30into helping minority said chief,
07:32and then,
07:33when you're given this positive
07:34reinforcement,
07:35this allows for an individuals
07:36that are from minority groups to
07:38maintain positions of influence
07:40and leadership in academe.
07:41So what's fascinating here is that as
07:43we try to develop these mentoring strategies.
07:46Today we also must think about
07:48how there's a collective need
07:50for more mentors in this space.
07:52For example,
07:53I've mentored lots of minorities in the
07:56past and it's a pleasure to do that,
07:58but it also takes a joint effort
08:01because myself coming from the same
08:03background as these individuals
08:04pictured in the in this image,
08:06you can see that we're all minorities.
08:08However, we're all from different stages,
08:11and so what's unique here is that
08:12it takes the collective to be able
08:15to actually really push forward.
08:16Minorities to do well so that means
08:18peer level and then also people
08:20that are stratified in different
08:22areas and so we have to have a
08:24authentic camaraderie and so that
08:25starts with you all as faculty to
08:27be able to mentor students,
08:29to be able to have an authentic environment
08:31and will talk about what authentic
08:33environment means today and then.
08:34While gender and ethnic similarities
08:36between mentor and mentee are important
08:38factors for non minority mentors.
08:40I want you to be aware that we have to
08:43dig deeper. So meaning that when you.
08:46Try to appreciate minority students.
08:48You have to see it from their perspective
08:50and that you also have to be able to
08:53volunteer to serve with that minty to
08:55really create a space of safeness and so.
08:57Now let's get into some of the practices of
09:00why we need to think about how we mentor.
09:02So stereotypes exist all the time,
09:05and if anyone's not familiar
09:07with the stereotype,
09:09it is something that is attributed
09:11to a group of individuals based upon
09:13commonality's from that that set.
09:16Of worldly views,
09:17so a stereotype example could be a black
09:21person likes to eat chicken or a person
09:24from a gay background is always feminine.
09:27So these are examples of stereotypes
09:29that exist in today's culture.
09:31However, though both are not true,
09:34we also have to be aware that these lead
09:37to unconscious biases that shape how we
09:39think and how we potentially convince or so.
09:43Unconscious biases are also
09:44known as implicit biases.
09:46That are underlying attitudes or stereotypes
09:49that we just finished talking about,
09:51that people unconsciously attribute
09:53to another person or group.
09:55And this also can be used in the
09:57practice of when we're mentoring.
09:58Because if we have these unconscious
10:00biases that are shaped from the media,
10:02for example,
10:03when we all see that on the media there
10:06is patterns of portrayal of black men
10:08and black boys being antagonistic that
10:11they have things that are associated
10:13with crime or doing different things,
10:15it actually wants our view of.
10:17I would see individuals from that background.
10:19The same thing can be said for
10:20people that are Hispanic background.
10:22Usually it's been discussed previously
10:24in the literature that people that
10:27see individuals on the television and
10:29are only shaped by those experiences
10:31that are on the television associate
10:33negative outcomes with people that
10:35are Hispanic and also that are black.
10:37So we have to be aware to collect
10:39information not only from the media
10:40but also for myself.
10:41Experience is an example of how harsh
10:44the media has portrayed messages.
10:47Over the years and how subliminal
10:49some of these messages are or when
10:51we influence stereotypes to shape,
10:53our unconscious bias is an example of this.
10:56It's how the birth of the nation.
10:58Eventually a video that we will not discuss,
11:01but in this particular video there were
11:03stereotypes that were portrayed and
11:05shown that have led to the stereotype of
11:07actually African Americans in general.
11:09Looking at the context of how
11:11they love to eat watermelon,
11:13and the same thing for fried
11:14chicken or chicken in general.
11:16These actually.
11:17Are false because not every individual
11:19from this particular background does eat
11:22watermelon or attributes to liking chicken,
11:25and actually the largest group of individuals
11:27that actually eat watermelon and chicken.
11:30Per, you know,
11:31population would be China,
11:33so this is an example of how general
11:35associations are carried through the media,
11:38and then they become part of our biases.
11:40Now our brothers across the water and the UK.
11:43They shared the same type of,
11:45you know, stereotypical views.
11:46Which is OK because we are.
11:48Here to address these and we're here to
11:51work together as a team to overcome these.
11:53So what's an example of this?
11:54As the Home Office which is part of
11:56the government organization in the UK,
11:58they actually branded on boxes of
12:01chicken about how to be knife free,
12:05so these are attributed to individuals
12:07that that are minority or ethnic
12:09minorities as they discuss in UK that
12:11come from usually Africa or places
12:13that are from here speaking countries.
12:16They associated that stabbings.
12:18Our knives are being or having a
12:20knife will be associated with chicken,
12:22which means that these people would
12:23read these boxes and so these are the
12:25individuals that are doing the most crime.
12:27So these are false in accuracies
12:30that actually create a negative
12:33effect towards our mindset,
12:35which influences our biases.
12:36And so although they may
12:38be unconscious overtime,
12:39they can still be harmful now
12:41one now one modern example is the
12:44chair that's on Netflix.
12:45I find this to be very interesting, so this.
12:48Actually is kind of what happens.
12:51Mostly in most departments.
12:52How there may be one representative minority.
12:55There may be someone that also
12:57may be a minority,
12:58but it's considered the majority
12:59in the context of science,
13:01which would be the Asian background,
13:03and then there's usually a cast
13:04of a lot of individuals that come
13:06from across the world but are made
13:08from the Eurocentric viewpoint,
13:10and so the chair discusses these things,
13:13but not in the context of what
13:15really goes on.
13:16It's kind of a picture,
13:17but let's you know what's happening.
13:19But these things kind of can shape our
13:22unconscious bias of how a real department is.
13:24So of course all these
13:26take into consideration.
13:27We do all have biases,
13:29and so I do not want you to
13:30think that I'm without biases.
13:32But today we're trying to transform our
13:34biases to be able to actually look and
13:37unlock the potential of the matrix.
13:39So if you will,
13:40of course love the matrix,
13:42but the reason for this point is because
13:44we have to be able to take the wines and
13:47terms as you can see in this diagram.
13:49To the left about different types
13:51of microaggressions to be aware of
13:53how our implicit biases are shaped.
13:55So one thing to keep in mind is that
13:58when we're looking at our implicit biases,
14:00they can be implicit or explicit,
14:03and so we have to be aware that different
14:06types of microaggressions exist.
14:07Summer Micro insult micro assaults
14:09and micro invalidations,
14:11and then some armor on a universal
14:12level that are attributed to
14:14a certain environment called
14:16environmental microaggressions.
14:17However, after today's talk I believe.
14:19That you'll have a special type
14:21of mentorship skill set to combat
14:24microaggressions with allyship.
14:25We all could be allies in different examples.
14:28I want you all to be aware that
14:30conscious biases which are explicit
14:32and unconscious implicit biases,
14:33are influence about how people think,
14:36how people feel, and how people
14:38behave towards certain groups.
14:40So if we can debunk some of these
14:43on biases that exist in our minds,
14:45sorry, our unconscious biases
14:46that exist in our minds.
14:48We can actually further
14:49science to greater degree.
14:51It has been recently shown in a
14:53penis paper in 2020 that innovation.
14:56It's driven by having a
14:58more diverse workforce.
14:59Those publications also were backed.
15:01This publication was also backed up by
15:03various business models showing you
15:05know gender influenced on the overall
15:07landscape with diversity of thought.
15:08The same thing with minorities.
15:10So if you think about that,
15:11if we're thinking about ourselves
15:13as an enterprise and not just only
15:15thinking about the individual level,
15:16we want to create an environment
15:18that's more culturally rich,
15:20has an understanding of what
15:21unconscious biases are and how we can
15:24push forward beyond microaggressions.
15:26And address them why they're
15:27happening so that we can actually
15:29be advocates and sponsors to
15:31the individuals that face those.
15:33So just remember we all have good intentions.
15:36I'm not saying that you're bad or I'm bad.
15:38We have these.
15:39And the reason I say that is because
15:41we have published data that's
15:43demonstrated by a Harvard Medical
15:44School psychologist that demonstrates
15:46that everyone has the best intentions,
15:48but can inadvertently commit
15:50microaggressions due to the environment
15:52that we experience everyday called society.
15:55So that's why we have to attribute
15:57to the information that we received
15:59and how we shape that information.
16:01Usually committing a microaggression is
16:02not in. Taking up that were bad people.
16:05As the doctor psychologist says,
16:07Doctor Tarrant says,
16:08but it's interesting because he says
16:10it's more indicative of a society
16:12that has a dominant view which is
16:14based around Eurocentric or masculine
16:16heterosexual thought processes.
16:17So if you're part of these groups
16:19I'm not attacking you.
16:21If you're not a part of these groups.
16:22I'm not only championing for you,
16:24but I'm also camping for the
16:26entire collective.
16:26As a society we all have microaggressions
16:28and we all have to face what that is.
16:30So I've been talking a lot
16:32about microaggressions.
16:33I just want to be clear about what
16:34that is so that we can kind of
16:36move forward with our definitions
16:37and get to the part of the talk
16:39that talks about the mentorship.
16:41So the definition of microaggression is
16:43a comment or action that subtle or often,
16:46unconscious or unintentional expresses
16:47a prejudice attitudes toward a
16:50member of a marginalized group.
16:52This is the definition from
16:53Webster Dictionary.
16:54Common examples are you're black.
16:56You're tall, you play basketball,
16:58you're Asian, you're good at math.
17:00Women are not so smart and you
17:02don't look gay.
17:03'cause you're not feminine,
17:04so these are common things
17:06that are attributed to, UM,
17:08things in psychology.
17:09So this term was developed
17:10from Chester Pierce,
17:12a psychiatrist that received some
17:14recognition for doing the things
17:16that he was doing and understanding
17:18how thought processes around race
17:20and microaggressions work together
17:22or different subsets of ethnicity
17:24worked with microaggressions.
17:26However, he did not receive all
17:27the attention that he did because
17:29a lot of people thought that his
17:31particular focus on this was not.
17:33Right, they also thought that he
17:35was not a good psychologist. Steve
17:41so because of this he didn't get as
17:44much recognition as he should have.
17:45Also worked in the space of Child ISM,
17:48which distributes.
17:48Looking at children and
17:50certain practices of behavior,
17:51and then and one thing I want to tell
17:53you is that he was not a shabby guy.
17:55He was very smart.
17:56He was also the National
17:57Academy of Arts and Sciences,
17:59also the National Academy of
18:00Medicine and then also he was
18:02the first African American to
18:03be a full professor at Mass Gen.
18:04So this should let you know the
18:06pedigree at which it comes from.
18:07So this in itself when people were
18:10suggesting that his practices of.
18:11Understanding microaggressions
18:12was not a real study.
18:15It was also shaped from his experience.
18:17If you remember from history he
18:19was actually the first African
18:21American to play on a football
18:23team below the Mason Dixon Line.
18:25He played at U VA so his experiences
18:27shaped some of the aggressions that
18:30he may have faced and at the time he
18:32may not have known what they are.
18:34But now since then he's coined it
18:36as microaggressions and so some of
18:38the positive things that he tried to
18:40give back was through media and television.
18:42He actually helped consult for Sesame Street.
18:45So This is why I Sesame Street,
18:47with such a broad impact and had
18:49such a great influence because of
18:52the actual modernization of multiple
18:54different players being there,
18:56such as people that were Hispanic people
18:58that were of other minority backgrounds,
19:00and so that is what we have to attribute
19:03to what a working society looks like.
19:05And for example microaggressions
19:07can be hard to digest.
19:09It took.
19:10It took Mississippi an additional 22 days
19:12to actually air the show they had actually.
19:15Tried to sue to block the case from
19:17actually being aired because it was
19:19such a multicultural environment
19:20and they were not ready for that.
19:22So this is not too long ago,
19:24but how do we move into the future?
19:26So now that we know what
19:28microaggressions are,
19:28we have to think about how we
19:30behave with verbal communication,
19:32nonverbal communication and the
19:33environment that we actually try to do.
19:36Intentional and unintentional acts.
19:37And we also have to be aware of how
19:40communicating certain things can be
19:42hostile or derogatory or negative
19:44to racial racial individuals.
19:46Or also just from people from other
19:48backgrounds that have less power.
19:50So one thing that I want you to be
19:52considered is that microaggressions
19:53can be faced by white people as well.
19:55So people of color be aware that
19:57you also can have microaggressions
19:58towards individuals that are maybe
20:00not from the same background.
20:02We all must work together,
20:03but also we have these unconscious
20:05biases shaped in us because of
20:07what's going on in the media.
20:09So let's talk about some of these
20:11types of microaggressions so we can
20:14transition quickly into understanding
20:15the overall communication.
20:17The rest of the talk,
20:18so verbal microaggressions or
20:19things that you can hear.
20:21We've already gone over some of those
20:23nonverbal would be clutching your purchase.
20:25You see someone that looks skeptical
20:27from what your viewpoint is or someone
20:30that is maybe a a young colleague and
20:32you don't think of them as a doctor.
20:35So you refer to them as you
20:37know such and such.
20:38This happens to females a lot,
20:39so it's important to
20:41address people as doctor.
20:42I think it's very important to do that.
20:45Or ask for the titles now.
20:48Earlier I mentioned different
20:49types of microaggressions,
20:50so there's examples of each.
20:52I encourage you to read my
20:54paper and other papers.
20:55There was actually a paper about micro
20:58affirmation coming into a space to
21:00diffuse microaggressions that nature
21:02just put out not too long ago. I would.
21:05I would recommend reading that one.
21:07Of course my paper,
21:08but others as well that are in the field.
21:10So Microsoft's are explicit
21:12intentional behaviors that
21:13intend to do harm to a person of.
21:15Color such as calling or a avoidance
21:18or discrimination name calling.
21:20Excuse me and then micro insults
21:22referred to communication of
21:23conveying and get an insult,
21:25demeaning or a person's racial heritage.
21:28And then lastly micro Invalidations
21:29which I think can be the most harmful in
21:32my opinion which is not supported by data.
21:34It's just by just something that I
21:36think that I've experienced mostly
21:37is that it's characterized by the
21:39now or exclusion or invisibility
21:41of a person of a colored thoughts,
21:43feelings or experiences as they relate to.
21:45His or her ethnic group,
21:47so meaning you're having to stand
21:48up for your whole entire evidence.
21:50I just don't think that's important
21:51because everyone has an individual viewpoint,
21:54and so we have to realize that one
21:56person's actions that you may come
21:57in contact with do not shape the
21:59entire outcome of how you should
22:01mentor those set of individuals,
22:02and the person that popularized
22:05microaggressions and actually
22:06remove the definition from being
22:08just a general thing to categorize
22:10into individual things with Sue.
22:12Who's at Columbia?
22:13Who's made a phenomenal career?
22:15And actually?
22:16Under him,
22:16the dogs come out a mouse color
22:19that looks at LGBT and and her
22:21racial microaggressions,
22:22but Sue has focused on actually
22:24identifying what types of microaggressions
22:26there are and how to actually start
22:28to counter some of these messages.
22:30So as we kind of transition into other
22:33types of things that impact mentorship,
22:36I want you also be aware there is a
22:37much larger scale of microaggressions
22:39that we don't commonly think
22:41about acts when we're thinking
22:43about sexual orientation or gender
22:45microaggressions or disability.
22:46But one thing that could be at
22:48a macro level that's still a
22:50microaggression is the environment.
22:52So a lot of times when you see
22:53in the media where you have like
22:55paintings up over certain people
22:57that were before or don't have
22:59individuals of you know people that
23:00may have been scholars too that are
23:03representative of other minority groups,
23:05so it's more thoughtful to be
23:07impactful by actually having
23:08representation.
23:09So microaggressions in general can
23:11be characterized as certain things,
23:13but there are very specific subtypes
23:15such as racial microaggressions.
23:17For example, if I ask someone
23:19you know I don't speak Mexican,
23:21but I just wanted to know who you are,
23:23you know instead of saying I'm
23:25not familiar with Spanish,
23:26is it possible that you may speak English?
23:28Also, could we discuss a dialogue about
23:30something that I found intriguing?
23:32What do you prefer?
23:34You know it's all in how you say things,
23:36and it's very important to be intentional.
23:38Or, for example,
23:40for an African American or
23:41African descent individual,
23:43you're saying, oh,
23:44I don't speak you bonics
23:45or I don't speak good.
23:47These things can be hurtful as well
23:49and we have to be careful about
23:51how we say certain things because
23:53these racial microaggressions can
23:54lead to adverse forms of racism that
23:57generally occur below the level of
23:59awareness of a well intentional person,
24:01and so when we're thinking about that,
24:03these things happen all the time
24:05and we also have to sit in the
24:07fact that not everybody agrees
24:08with it being a microaggression.
24:10But we must acknowledge when
24:11individual feels a certain way and
24:13we have to figure out how we can
24:15safely not dance around the issue.
24:17But need head off when the the time it
24:20builds itself to be able to work through.
24:22I say all these things because
24:25microaggressions sometimes stem
24:26from ourselves and our bias seats,
24:29so we have to think about in
24:31context of social parameters.
24:33It may not be a societal norm,
24:35and so we're not wanting to
24:37change that societal norms.
24:39And that's why there's these
24:40microaggressions that put people at ease,
24:42feel comfortable,
24:43then hit them over the head with
24:45something to make them feel not safe.
24:47And a lot of times there's a self
24:49esteem issue that we may have
24:50or we want to feel superior,
24:52and there's a myriad of other things
24:53as well that actually could see below,
24:55but a lot of these result
24:56into unconscious biases.
24:57Now,
24:58as we switch from micro aggressions
24:59to macro aggressions,
25:00macro aggressions are avert operations
25:03that encouraged intentional discrimination.
25:05I'm not giving examples.
25:07We all know what these are,
25:08so we have to be aware to stop these
25:10structural systematic arrangements.
25:12So how can we do that?
25:14There are ways to diffuse that,
25:16so the doll who was trained by Sue.
25:18Uhm has come up with different
25:19ways to do that.
25:20I'm not going to talk too much about that.
25:22'cause I want to get into the
25:23mentorship part of the top.
25:24But one thing that I just want you to
25:26focus on are several different things.
25:28One is that we all have to be aware
25:30that microaggressions can impact how we
25:33mentor unconscious biases can also do that,
25:35as well as stereotyping.
25:37So we must reinforce and perpetuate
25:39non oppressive behaviors,
25:41meaning that we should
25:43not do marginalization.
25:44We should try to reflect
25:45on a daily basis of
25:47how we treat individuals we play our days.
25:49And we also should understand about
25:51how to diffuse microaggressions.
25:56Also, we necessarily don't have
25:58to confront it right away.
26:00We sometimes feel regret or remorse,
26:02or isolated or guilt,
26:04or feel ashamed or be ostracized because
26:06we don't know how to attack this.
26:08Sometimes it's best to get help
26:11by getting another individual
26:12involved as a mediator for when
26:14something like this happens.
26:15So potentially when this
26:16happens in the department,
26:18I would suggest a mediator.
26:19Maybe someone can actually
26:21have an anonymous box,
26:22and that that answer is, you know, read.
26:25And then we process it together in a group.
26:29So anyway,
26:29as we transition I just want you
26:32all to be aware that the impact of
26:35microaggressions are intact hacker
26:36stereotypes or unconscious biases.
26:38If you will have outcomes that are
26:40detrimental to the performance of a
26:42minority and someone that's in general.
26:45So, for example,
26:46if we continue to hear over and
26:48over and over and over again,
26:50microaggressions on a daily basis
26:52at the workplace while individuals
26:54are also feeling microaggressions.
26:56Outside of the form also of
26:58Yale or Vanderbilt or Harvard or
27:01MIT or any Indian school,
27:03you will start to see how
27:05that shapes your viewpoints.
27:07For example,
27:08it leads to overproduction of stress.
27:11So we call this the allostatic load and
27:13this keyboards of wear and tear on the
27:15body as a result of repeated stress.
27:17So hormones like cortisol and adrenaline,
27:20or secrete it and they respond to help to
27:22mitigate the body's response to stress.
27:23But what happens if they're called
27:26upon it under stress conditions and not
27:29very effective at regulating allosteric load?
27:32It can lead to adverse effects and
27:34one thing that we can see comments
27:36of commonly over and over from the
27:38literature is that blacks usually
27:40have 1.5 times to Alistair load of
27:43whites because of the stress that
27:45they deal with and that being poor.
27:48Well, I wanna say not uneducated.
27:50There are some people I wanted
27:52to find an educated so that you
27:54all can be aware and educate it.
27:55Maybe the context of someone having a
27:57high school diploma so they may have
27:59some level of education so they're
28:01referred to not having college education.
28:03And there may be individuals that may be
28:05educated with different types of skills,
28:07so they are educated.
28:09So I just want to clarify
28:10what the literature might say.
28:11But, you know,
28:12we also have to be careful about
28:14how we classify individuals.
28:15So anyway, if you're being poor on.
28:18They educate it,
28:19it's bad for your health because it's
28:21it's not as bad as being black, right?
28:23But it's still bad.
28:25So this is kind of give you an
28:27example of how the level of stress is
28:30accumulated to racial microaggressions.
28:31So when you have microaggressions
28:33you can lead to health decline.
28:35It's been shown in society that race
28:38conscious societies that attribute
28:40a lot of things to microaggressions
28:43and also have an impact on people's
28:46health outcomes continuously because of.
28:48Raise these children usually gets
28:50sicker at younger ages,
28:51meaning that they don't live as long.
28:53And it also means that they lead to some more
28:56severe illness and they have a life span.
28:58As I was saying earlier about 5.5 less
29:01years than the people that are educated
29:03or have control for social economic
29:05status and behaviors or or white or
29:08other individuals from backgrounds
29:10that are not necessarily black,
29:12'cause this will pull from a black study.
29:14And so one thing that can
29:15contribute to this is John Henry,
29:17ISM, John Henry ISM.
29:18Is where you have to continue to
29:20be twice as good or four times
29:22it's good just to be equal,
29:23so it's the overworking to be an
29:26established member of society and
29:29this has been shown to actually
29:31have an impact on performance.
29:33So this is another paper I
29:34published a lot of.
29:35These received papers are published
29:37and done commentaries or studies
29:39on this one was published in self
29:42describing the pipeline and how
29:44the pipeline is very important.
29:45A lot of times minorities leak out
29:47of the pipeline, meaning that they.
29:49We need the pipeline at the
29:51undergraduate postback,
29:52doctoral postdoctoral and the faculty stage.
29:55Because of the environment that they're in.
29:57So we have to be aware that these
30:00distinct parameters that contribute
30:02to how minorities move through.
30:05You know,
30:06academia is based around a sense
30:07of belonging,
30:08so if they're attributing to themselves a
30:11lot of microaggressions on a daily basis.
30:14They will feel less likely to perform.
30:19There is a psychological study that was
30:22done by Claude and Steel and and so.
30:25Sorry Costil and I think it was 1995.
30:27He demonstrated that sometimes people
30:29feel less likely to perform well on
30:32math based upon gender or their ability
30:35to feel like they're being judged,
30:38and so they don't do as well.
30:39So if someone says you're not going
30:41to do well, or they think these
30:42thoughts that they've heard before,
30:44they don't perform as well.
30:45But however, if you control for these biases,
30:48women do better in math than men
30:51and also minorities do better
30:53overall when they don't have that.
30:55Bias of feeling like they're
30:57not going to be successful.
30:58So if we translate that to skim,
31:01it actually could speak to
31:02the point of why they're not.
31:03There may not be as many
31:05individuals in STEM now,
31:07so also we may think about STEM as
31:09being a dominated society by white men.
31:12That is OK because it's changing and
31:14we're working to acknowledge that
31:15space and so one thing that we have
31:18to think about is the percentage
31:19of people in a certain department
31:21and how that has a bearing on
31:23individuals from a different gender.
31:25Uhm,
31:25meaning that they could be a woman
31:28or someone that is non binary
31:30or transgender and so we have
31:32to acknowledge all these spaces.
31:34But how do you keep all these spaces
31:36in regard to the science, right?
31:39Sometimes there's studies that have
31:41been demonstrating that you know well,
31:43if we include,
31:44you know diversity and the Department
31:45of Science will go down.
31:47This is a myth,
31:48because I've already said based
31:49upon a PNS paper in 2020,
31:51and there's been other studies.
31:53So what we have to do is correct for
31:55these biases and actually plug in.
31:56So, for example,
31:5826% of white respondents believe
32:00African Americans face obstacles
32:01and STEM pocket patients.
32:03So if we don't acknowledge that these
32:06African Americans actually have,
32:07you know some biases that they
32:09are have already on their plate
32:12before they even perform.
32:13Or these microaggressions that
32:15inhibit them from being able to
32:17move forward or other obstacles.
32:19We can't acknowledge how to give
32:20them the help that they need
32:22to be able to be successful.
32:23The same thing can be said for Latinos,
32:25and the same thing for women as well.
32:28About 50% of women feel that they
32:30have discrimination and have reported
32:32discrimination as well and the work.
32:34And so we have to be careful and
32:36a lot of individuals from the
32:38Foundation study showed that one
32:39in five stem individuals that work
32:41in a space and think about race.
32:43It has been.
32:45They think that their race is hampering
32:47their success and so we have to be
32:49really careful about how we think
32:50about microaggressions and the behaviors.
32:52So as we wrap up,
32:54I also wanted to say that you know
32:56mental cognitive functioning decline
32:58occurs when we are focused on these
33:01microaggressions and it also can lead
33:03to impostor syndrome academic challenges.
33:05This is something that was published
33:07in EMDR reports about this.
33:08So you can read more about these
33:10particular things and how to navigate
33:12these internal and external things
33:14that you can do with your mentee.
33:16So let's get into how microaggressions
33:19can also impact mentor.
33:20So, with all of this data,
33:22if you already have biases
33:24and don't address them,
33:25you'll lead to negative
33:27mentorship where you're focused
33:29on negatively mentoring a group.
33:31Because of the experiences that you've
33:33heard about or you won't receive.
33:35Really good mentorship at all and
33:38then you'll translate that to the next
33:40individual over and over and over again.
33:42So this is a negative mentoring space
33:44and so we have to be very careful.
33:46So just for everyone that
33:48doesn't know about mentorship,
33:50mentorship is already biased because in
33:52this story we attribute mentor as the
33:56mentor and he's mentoring Telemachus.
33:58Well, that is true,
33:59but there's also a woman in the
34:01story and the Greek mythology
34:03acting was the goddess of wisdom,
34:04and she actually would transform into
34:07Linda into a mentor and actually
34:09teach Telemachus different things.
34:11And so we have to be careful that we
34:13also have to think about not only
34:15men being mentors, but women being.
34:17Mentors there was a paper that
34:18was actually recently retracted,
34:20demonstrating that, you know,
34:23they said that women couldn't
34:24mentor as well as men.
34:25Basically the sum,
34:26the paper up,
34:27and so it was retracted because
34:29it was not true.
34:30And one thing that is not captured in a
34:33lot of mentoring is shadow mentoring.
34:35Women do a lot more shadow mentoring than
34:38men and and and men teams find themselves
34:41working with women a lot more than men,
34:44actually.
34:44But it's not reported because
34:46women do this behind the scenes.
34:48So one thing that I would suggest
34:50you know for faculty actual,
34:52UM, you know?
34:54Like promotion,
34:55it's actually making a mentoring contract.
34:57That's something that will come out
34:58in another paper really soon about
35:00how we can actually categorize
35:02the shadow of mentoring so that
35:04people can actually see how much
35:05mentoring people are doing,
35:07because that actually effects how much
35:09work people can get done on a daily basis.
35:12So we have to be aware I'm
35:13not gonna play the video,
35:14but this is my mentor, doctor,
35:15either label and one thing I want you to.
35:18Be aware of is that he's in the
35:19National Academy of Science.
35:20He's done well for himself.
35:21Multiple R1.
35:22Lot of other funding and has a
35:24double endowed chair.
35:25One of the diabetes center,
35:26one in the the the internal
35:29medicine needs to use the video.
35:31I have mentioned all these things
35:33because this is a rare occurrence.
35:34This is not something that happens all
35:37the time and a lot of times it's actually.
35:39Stop because of the microaggressions or
35:41other things that happen along the way,
35:44and mentorship and the video
35:45basically talks about how he had
35:47a myriad of different mentors.
35:49And So what? I want you to think about is
35:51how what type of mentors are you you know?
35:53Are you a multifaceted mentor
35:55or do you have certain subset of
35:58skills that are very intentional?
36:00Things that you desire to achieve
36:02when you're mentoring.
36:03Do you have the ability to ask
36:05multiple types of questions?
36:06Do you have the resolve or the
36:08perseverance to stick out when
36:09you have an individual that's
36:11very difficult to work with and
36:12can you unlock the potential?
36:14These are certain things that I
36:15think every mentor should have.
36:17However, we have to be realistic.
36:19There's different types of roles for mentors,
36:21and so I want you all to be
36:23aware that you don't have to be
36:24a mentor that knows everything.
36:25That's why we have mentoring maps that was
36:28first talked about by Varanda Montgomery.
36:30And she described how sometimes one
36:32or one minute one is not enough.
36:34Sometimes you have to form a dyad
36:37where you have maybe two mentors
36:38and one student or a fellow,
36:40or you have two fellows in
36:43one mentee or mentor.
36:44And then you may have multiple different
36:46occurrences where you have a multi network.
36:48She also invented the thing that's
36:50called the the actual mentoring map
36:52where you actually describe all the
36:54different types of mentors that you
36:56have and where they specifically
36:58fit for certain skill sets.
37:00So introducing this type of mentoring
37:02map and mentoring contract together
37:04with the IDP will help to be able
37:07to sharpen everyones mentorship and
37:09also I would suggest you do these
37:11things yourself so that you're aware
37:13as mentors what skill sets you are
37:16really good at and which ones are not
37:18good at because it will hamper the
37:20type of mentor that you're able to have.
37:23One thing about being a champion is
37:25knowing how to fall and one thing
37:28is learning how to get back up so.
37:30Where are you still at?
37:31Is where you should know who to
37:34assign a different person to to
37:37that mente so that they can do well
37:39because you may be just an advisor.
37:41You maybe just a coach or a listener.
37:43You may be an encourager,
37:44motivator and you may not be a role model.
37:46Or you may have emotional support.
37:48These are general things,
37:49I think that mentors should have,
37:52but what I'm here to tell you
37:53today is about the different types
37:55of mentorship so you can decide
37:56what type of mentor you are.
37:57So we're moving into a phase.
38:00Where we should recap so that you can
38:02kind of keep up with what's going on.
38:04So first we talked about the stereotypes
38:06and the unconscious biases that we face.
38:09And we also talked about how these
38:11can impact health and performance.
38:13But now we're talking about the
38:15different types of mentors.
38:16And when we talk about these different
38:18types of mentors will be able to decide
38:20for yourself what type of mentor you are.
38:22And then we'll wrap up with
38:23looking at intentional mentor.
38:26So in that particular one 'cause I'm not sure
38:29if the volume is gonna play Doctor Abel.
38:31I reported him for this talk he I gave
38:34advice about how there's different
38:36types of mentors and that in order
38:38to achieve where he's going beyond,
38:41you know, just a deam, not I'm sorry,
38:44a chair position and getting into
38:46these higher level positions
38:47like jeans or presidency.
38:49He has to be able to have a mentoring
38:52team and so just imagine if a
38:54mentoring team was advocating for a.
38:56Fellow or student or postdoc?
38:59How much stronger than they will be?
39:01So this is another suggestion
39:02that you can take in.
39:04Mentorship is tailor made,
39:05meaning that traditional mentorship is
39:07more like an advising role or apprentice.
39:10Is this good practice?
39:11You can give some psychological report to
39:14individual and say you need to do this.
39:16We need to do this and you get the support.
39:18But also you can provide some
39:19great development.
39:20However, to be a better mental you
39:22wanna add a level of education.
39:25Sometimes mentors say oh look at.
39:27These particular,
39:28you know papers.
39:29This will answer back,
39:30but sometimes menses need more.
39:32So we have to be able to assess where
39:34I mentioned there at what types of
39:36backgrounds with type of languages.
39:38These things that we want to be able
39:40to include and when we're teaching and
39:43see an educator assesses all of these things.
39:45They do not care about age,
39:47language, ethnicity,
39:48they know that they have a skill set
39:50that they can impart in someone.
39:51So we have to be enthusiastic about no
39:54matter who the individual is and how we can.
39:58Communicate these things to people.
40:00So one other thing here.
40:03This is Stephanie dance barn spider,
40:05Stephanie dance bars.
40:06She was the chair of at Winston Salem
40:08State and now she's the Dean at the
40:10pool and she left for a better position,
40:13which is great.
40:13But the thing that I'm trying to capture
40:16in this picture is she would train anybody.
40:18She would take the time to actually
40:20she would have a full classroom and
40:22then afterwards she would stay to
40:24create intentionality and she would say,
40:26you know, hey, I'll be happy to mentor you.
40:28I would be happy to pay to go
40:30back through the experiments.
40:31My time to you and so on.
40:33Educators,
40:33someone that's always worried about
40:36improvement of scientific knowledge.
40:37Training one person of technical skills
40:39and figuring out ways that they can
40:42be creative and identifying their gifts.
40:43And remember,
40:44we have to have that attitude
40:45that you are a winner and that
40:47regardless of what's going on,
40:49you can do the right thing
40:51and so that being said,
40:52you may not be a mentor.
40:54That looks to be an educator.
40:56You may give resources and have
40:57someone do that on their own.
40:59You may just be a supervisor or
41:01you maintain performance.
41:02You rectify behavior and encourage.
41:04Positive behavior and you and you
41:06focus on increasing productivity.
41:08We all have to be aware of that.
41:09Sometimes that is not
41:11sufficient and mentorship.
41:12Maybe you have to be a coach where
41:14you're actually pushing somebody.
41:16You're motivating them.
41:17Or maybe you have to combine multiple
41:19aspects of mentorship to be successful.
41:22So this is a picture of me with
41:24a mentor that I had that runs the
41:27graduate program at University of
41:28Maryland and she was at Duke and that's
41:30when I met her in my summer program.
41:32And remember there's mentors.
41:34For lifetimes and there's
41:35mentors for seasons,
41:37so you also have to be aware
41:38about the context of each type
41:40of mentorship that you have.
41:41That's to the point over here on the left.
41:43So basically what I'm saying
41:45is that from this mentorship
41:46I learned how to mentorship,
41:47how to have mentorship with everyone
41:50so one other thing I want you
41:51to tell you about is a sponsor.
41:53We have got to be able to work together
41:55to really push the sponsorship role
41:57when we see someone that is brilliant
41:59when we see somebody that might
42:01have that 3/5 or we have someone
42:03that you know may not have the.
42:04Perfect impact score but has the
42:06potential to be MD, PhD or MD.
42:08We need to push that and we have to
42:10believe in them so they are career
42:12championing that you're pushing forward.
42:14Accomplishments of individuals that are
42:16doing well so we have to be able to do that.
42:19And then also with sponsorship,
42:21it does sometimes involve funds,
42:23but it usually is a symbiotic relationship,
42:25meaning that you know, hey,
42:27if you're doing something,
42:28I'm doing something, I'm winning.
42:30You're winning.
42:31So remember that mentorship at
42:32the peer level is when we all win,
42:34so as appear,
42:35if you see something wrong
42:36with the individual,
42:38help them sharpen themselves and vice versa.
42:40But do not think it's the AJ show or do
42:43not think it's you know the the cell phone
42:46show 'cause I can't think of another name.
42:49Well,
42:49as we kind of transition into this lab
42:51space before we wrap up and take questions,
42:54I just want you all to be aware of that.
42:56Good mentorship is something
42:58that's tailor made and designed.
43:00There's another level to this seminar
43:01and I love to come back and talk to you.
43:04I'm not really cared about the
43:05honorarium or care about everyone
43:07practicing good mentorship,
43:08so if you invite me back at the end of,
43:11you know we can talk about this
43:12at a later date.
43:13But there's other things that go into
43:15intentionality and good mentorship.
43:17It's about motivation to support.
43:19Providing support and empathy that
43:21involves Intel intelligence of the
43:23different type we normally think of
43:25IQ as the only type of intelligence.
43:27But there's others.
43:28There's emotional intelligence, which is EQ.
43:30And there's spans of different gamut as well.
43:33And sometimes mentors don't unlock those
43:35other potentials inside of individuals.
43:37Sometime individuals that come from
43:39you know tougher backgrounds may
43:41have a QR SQ. Social quoting or
43:44adaptability or adverse quote.
43:46These can be things that
43:48measure perseverance.
43:49And resolve which is actually much
43:51more important than when obtaining
43:53a PhD or envy that someone that
43:55is IQ based alone and emotional.
43:57Intelligence is important because
43:58we need empathy and supporting
44:00of individuals as they go
44:02through tough illnesses.
44:03All these things can actually
44:04benefit a mentor to be able to look
44:07for when they're choosing mentees,
44:09because sometimes potential
44:10is not just based on IQ.
44:12So This is why we need to talk
44:13about this at a later date.
44:15And then lastly,
44:16I'm putting a plug in for cultural
44:18competency training and cultural awareness.
44:20I think you should have,
44:21by Angela Byars Winston,
44:22for that particular point.
44:23She is someone that does
44:25outstanding work in the literature,
44:27and the reason I say that is
44:29because she's teaching step by step
44:31how to have cultural competency
44:33and how to train your staff on
44:35being more culturally aware.
44:36So one thing that we all must
44:38think about is that good mentoring
44:40and negative mentoring exists.
44:42It's not inclusive or exclusive and
44:43remember every month it's mentoring
44:45month and remember that mentoring
44:47matters even when you fail at it,
44:48you get up and you try again
44:50and support again.
44:51And we also must realize that sometimes,
44:53with this negative mentoring does occur.
44:56Well,
44:56sometimes negative mentoring is also
44:59referred as ineffective mentoring,
45:01and it's due to poor communication,
45:02lack of commitment or personality
45:05differences,
45:05and so we all may have these things,
45:07but sometimes we have to put in the
45:09the grid to be able to move past that
45:12and also another thing is that we
45:14have to be aware when we have good
45:17mentorship and leads to altruistic.
45:19Honestly,
45:19trustworthy environments where
45:20individuals are motivated to have
45:23mutual respect for one another and
45:25they can give constructive feedback.
45:27And one thing that we all need to
45:29think about our different types
45:31of good mentoring strategies.
45:32So today I only have time for one strategy.
45:35There are myriad of different strategies.
45:36Is like motivational?
45:38There's intentional.
45:38That's holistic mentorship.
45:40There is reversal of dark mentorship.
45:43There's shadowing, mentoring.
45:44There's all types of things.
45:46And there's things that we do
45:49naturally like casual mentoring
45:50that were not very aware of.
45:52These are all concepts that
45:53could be talked about in the
45:55mentorship space for the day.
45:56I wanted to talk about motivation.
45:58I think this is really kind of specific
46:00to the department because you're at Yale.
46:02There's already expectation
46:03that you're at an Ivy League,
46:05that everyone must do well
46:07that everyone must be smart,
46:08and so a lot of times we get trapped
46:11in that mindset that we are excellent,
46:13and sometimes we lose the in
46:15touch with the reality of how to
46:18motivate students or fellows.
46:20And so we have to be aware that we
46:21have to create that inner drive.
46:23So motivation is defined as
46:25inner drive to excel.
46:26This inner drive is about.
46:28Important for creating a condition that
46:30wishes or desires or ultimates goals,
46:32and so you publish this through plans
46:35and so giving people set goals and
46:39plans and modify it plans by meeting
46:41constantly to adjust the IDP based
46:44upon the skill level is important
46:46and then also setting goals that
46:48necessarily that people have to
46:50motivate themselves to get there.
46:52Even that you, the mentor,
46:53have to be involved in doing
46:54that and you have to motivate to
46:56be able to change internal.
46:58Conflict there external conflict.
46:59So it takes a lot of work,
47:01but it's very important to be in
47:03touch with everything as a mentor
47:05because then this allows for
47:06people to be better organized,
47:08had better sleeping habits,
47:10thinking and resting habits
47:11and better performance.
47:13Also, when we're training students,
47:16we have to think about things
47:17in the space of psychological
47:19forces that governs direction.
47:21And so when you're mentoring,
47:22you want to mentor on an individual level
47:25of effort and level of grit and attitude.
47:27You don't want to push them to a space
47:29where you know that they haven't reached yet,
47:32or that milestone.
47:33So motivation is really important,
47:35as we do progressional mentorship,
47:38so it's one step and then the next step,
47:40and you're imbuing them with confidence
47:42over and over to create more.
47:44So this is much more healthier than
47:46actually reinforcing negative mentorship,
47:48where your constant telling
47:49individuals that they're doing wrong.
47:50So in other words, let's give an example.
47:52Lastly,
47:53if you would focus on motivational
47:55mentorship from the training perspective,
47:57we could say, well.
48:01I'm focused on this today and
48:04I notice that you did XY and
48:05see these things were good,
48:07but see I think you could
48:08do a little bit better.
48:09Let's talk about some strategies to do that.
48:10Sometimes people do that,
48:12but a lot of times people will
48:14say well XY or doing well.
48:15Why can't you do that?
48:16So it's all about the word choice that you
48:19do and how you modify the ID plan together.
48:21And then lastly,
48:22when you're doing this,
48:23inspirational motivational talk
48:25do not shy away from using things
48:28that are going to be positive.
48:30But be realistic with your motivation,
48:32because too much motivation can give a
48:34big head and you know everyone when they
48:37fall over their bubble would be popped.
48:39So how can one be more inspirational?
48:41It's just simple as just being kind
48:44and being thoughtful in the process
48:46of having quality mentorship in the
48:48context of not attributing everything
48:50that goes wrong in the laboratory to
48:52a microaggression unconscious bias
48:54behavior or a stereotype giving someone
48:56the benefit of the doubt when they
48:58come from a different background.
49:00Are cultivating an environment
49:02for them to excel so the last
49:05thing is we all can be inspiring.
49:07We all can be motivating mentors and we
49:09have to think about how to stay humble,
49:12listen and serve other people.
49:14These are the things that
49:15we sometimes forget as we
49:16climb the chain.
49:17We think ourselves more as the
49:19person that's running the show,
49:20but actually sometimes it's good to do
49:23this reverse mentorship where you're
49:24actually learning from the actual mente.
49:27Or you're putting them in a position
49:29to actually control the situation.
49:30So there's a lot of different techniques
49:32and things that could be used,
49:33but sometimes we have to just be aware that
49:36it takes a lot of hard work to do mentorship.
49:39So the reason I focus on these slides today,
49:42I'm done.
49:42The reason I focus on these particular
49:45sets of things today is so that you
49:47all can be aware that mentorship
49:49is a step by step progression.
49:51We first need to be aware of the stereotypes
49:53unconscious biases that we face.
49:55We need to address them and
49:56continually address them.
49:57Then we need to figure out what type of
49:59mentorship that we need to do and then.
50:00Once we figure out what type
50:02of mentorship we can do,
50:03we can improve but motivational
50:04mentorship as a tool to start with.
50:06And then as you continue to push
50:08and cultivate your mentorship,
50:10you can get into cultural competency,
50:12understanding the different
50:13types of IQ versus EQ.
50:15AQ the quotes if you will,
50:17and then also moving
50:19into cultural competency.
50:20These are all topics that I'm willing
50:21to discuss and talk to you about.
50:23I just think that mentorship is
50:24so important and then we have
50:26to have a desire to do this and
50:27a willingness to do this.
50:28And I would say if you don't
50:30have a willingness to do this.
50:31But she wants to learn.
50:32There's always space for you to grow,
50:34but if you don't take a step back and
50:36guide that person to someone else,
50:38even if you're a famous individual,
50:40because we want everyone to have
50:41a positive impact with mentorship.
50:43So thank you for today.
50:50Excellent, thank you so much.
50:53Fantastic, the comments are coming in.
50:56I'm going to turn over the.
51:00Q&A to Eileen, who's also a
51:02member of the DICE Committee,
51:04and she will come try to run this smoothly.
51:09I thank you again.
51:10Very thought provoking.
51:11And I will I have a question, but I wait.
51:15I want to give the floor tile in first.
51:17Hi, thank you so much,
51:18that was incredible Doctor Hinton.
51:20Every time I get to hear you
51:21speak it's just if floors me
51:24so I do want to Brianna Davis.
51:25Reyes said that she loved her last
51:27slide and there's thank you in
51:29there and some phenomenal talks.
51:31If anyone has questions please
51:32feel free to enter them.
51:34I also have a question but
51:35I'll I'll hold off as well.
51:37Then if you want to go ahead and ask
51:39sure. And we talked about
51:40this a little bit earlier.
51:42You brought up a number of.
51:45Challenges for mentors.
51:47We especially a lot of the people in this.
51:51In this grand rounds today are
51:54in position to to mentor people,
51:56and it made appear almost overwhelming
51:59to try to fulfill all these roles
52:01and to be an effective mentor
52:03between being an advisor or coach.
52:05Allison Aeromodels, you know,
52:07so you know etc etc.
52:09And I'm wondering in your studies and
52:11in your as you're thinking about this,
52:13is there room for either departmental
52:18institutional sort of engagement
52:19here where some of this can be.
52:22Taken care off in emerging Eric.
52:24Sort of way
52:25that it can be so you have to hire it.
52:28So what I do for mentorship?
52:31A lot of the things that
52:33I do are psychology based.
52:34So I actually work with a psychologist
52:36and a psychiatrist to be able to form
52:38some of my ideas and states it does
52:40require a little bit of consulting
52:41because I do pay them from one of
52:43my grants that allows me to do that,
52:45but it creates a better environment
52:47for my undergraduates and also my
52:48graduate students in my IT staff and
52:50postdocs in this particular case.
52:52Now, but what you can do is there
52:54is some general guidelines that I
52:56go by for mentoring. So one is that.
52:59Getting a general assessment of
53:01individuals personality test is
53:03important and make them take more
53:05than one personality test or
53:07recommendations like Myer, Briggs,
53:09speak, five personality tests so
53:10that they can have two ideas of what
53:13that maybe they can also do this.
53:15XYY based personality test two.
53:18So just to give some variety and
53:19they can have discussion around that
53:21you need an IDP plan and individual
53:23development plan and a good place to start.
53:25There's one that's in molecular cell
53:28that was done I think in 2015 or.
53:3016 UM and you can just type in
53:32individual development plan molecular
53:34cell and it should come up,
53:36and so that can tell you how
53:38to formulate an IDP plan.
53:39But the key thing on the ID plan is also
53:42include your strengths and weaknesses,
53:44and then also include where you
53:46want to go in your personal goals,
53:48but briefly not too much 'cause it's
53:50supposed to be a professional relationship,
53:52but it also gives you something
53:53to start with when you're talking
53:55to individuals for the first five
53:57minutes and then the other parts
53:59of conversations for individual
54:00mentors should be 45.
54:01Now, getting back to our department level,
54:03these things can be done and
54:05these can be reviewed,
54:06but other things that should be done
54:08in the context of training is actually
54:10cultural competency training so that
54:11everyone is aware of other people's cultures.
54:13If you don't want to do cultural
54:15competency training and you want to
54:16kind of do it on a one on one basis,
54:18I would recommend,
54:19like you know,
54:20certain nursing or psychology books that
54:23talk about different related to like
54:26different people's paths or careers,
54:28individuality because they can give
54:30you a lot of insight and then I.
54:32Also, would recommend implicit bias training.
54:34There is one that's free that's on on
54:36Harvard and they have different types,
54:38so there's racial implicit bias.
54:40Their gender, implicit bias.
54:41There's so many different things
54:43that were not really aware of,
54:44and based upon what's usually
54:46going on in the media,
54:47I actually take implicit
54:48bias is to make sure that,
54:50like I'm not being like implicit
54:52towards certain things that I
54:54didn't know that I was being.
54:55You know, that had a bias towards,
54:57so you just have to be aware of these things
55:00and and biases do exist.
55:02I have a slight bias and I'm
55:04always trying to re address that
55:06to make sure that I'm aware of
55:09what's going on so that I can help,
55:11and then also other things that
55:13I would suggest that you do.
55:14These are more unique training sessions,
55:16but having someone where they work
55:18with your team so having a consultant
55:20for the department would be amazing
55:23because then she or he can or they
55:25can be able to assess the entire
55:27departments trainees on a one to one
55:30basis and build a plan that involves.
55:32Individual development plan,
55:33but then also sort of more or less like
55:36well what is it that you really want to do?
55:38How do we kind of capsule ate?
55:40You know,
55:41those particular thoughts and you
55:42know sentences and then at the
55:45individual level things you match that
55:47meeting with a mentor and that minty.
55:49And then we've worked together with
55:51that individual to create a plan.
55:53And it's really.
55:57Oh OK, I'll get to that tip,
55:58and it's really important.
56:00It's really focused on understanding how we
56:03work together to be able to create a space.
56:06And so if you do this general practice
56:08that could help you to develop something
56:10that's you know blanket for the department,
56:12and at least there's some things in place
56:14that you would check off that everyone has,
56:16and then you were reviewed.
56:17This maybe every six months,
56:19or at least on a yearly basis.
56:21And then there should be certain
56:23things that are involved in like making
56:25sure that the diversity statement.
56:27And the mentoring statement that for
56:28faculty or address so that they can
56:31continue to grow in those spaces,
56:32not only in their scholarship that we called,
56:34you know, the the sciences.
56:36So then you can make sure that
56:38everyone is practicing good mentorship.
56:39So these things could be done
56:41at the high level.
56:43And then I think there's a question.
56:45I saw it.
56:46Thank
56:46you so much. This a question from Vijay.
56:49There's a few questions,
56:50so Joanna asked the question how
56:52can mentors become better slash?
56:54More aware of styles etc.
56:56And are there programs that can be accessed?
56:57And then there's a Vijay has a
56:59question and also David Rib. OK, so.
57:03There are multiple styles, of course,
57:04but The thing is that there's
57:07things that you can do to pick what
57:09type of mentor you are based upon.
57:10Understanding who you are.
57:13So if you can understand how
57:16people learn and how you learn,
57:18that's a good starting place,
57:19because then you can see the differences and
57:21so it starts to get you more aware about.
57:24OK, I may not think the same
57:26way someone else does,
57:27so it gets you out of the norm of ibutton
57:30to weave and so that can help you.
57:32And then it didn't.
57:33Find what you're good at.
57:34Comes with doing some of the
57:35same things we talked about,
57:36but just for yourself and personal
57:38sharpening happens through reading some
57:40of the literature and and then the
57:42different types of mentoring styles.
57:44Not everything is always
57:45effective right away.
57:46I would suggest not doing some of the
57:49psychological things until you like
57:50really work with somebody to do that,
57:52but the basic mentoring styles like
57:55inspirational mentoring that those things
57:57can be practiced in a controlled setting.
57:59So do you usually would go to your pre
58:01development office to kind of help you.
58:03To be able to address some of those other
58:05new mentoring styles that are out there.
58:09And the next question.
58:13His explanation I can so let me redo
58:16VJ's from the Q&A so it says thank
58:18you Doctor Hinton for your talk.
58:19It's provided me with a
58:20lot of food for thought.
58:21Your highlight the role of positive
58:23ITI and the mentorship process.
58:25Well in your opinion,
58:26in your opinion is positive ITI and how,
58:28if at all has the meaning of this term
58:30evolved overtime and been informed by
58:32your own mentorship experience. OK, so.
58:36Yes, so I would just say yes, uhm so.
58:41I think that, UM.
58:43Mentorship has been very positive,
58:45but there have been places where
58:47things have not been always positive,
58:49and so that is something that
58:51I've learned how to take.
58:53Some of those things where things can
58:55be negative come and help me to be able
58:58to do things to be better at mentorship,
59:02and no one's perfect.
59:03And it's something that you
59:05know you learn to do overtime,
59:07and that's something that we can focus on,
59:10you know, so I'm really excited about that.
59:12So thanks for asking that.
59:14Question,
59:14because mentorship is positive and it's
59:17something that that helps me a lot.
59:19OK, and the final questions in the chat,
59:21David Remez.
59:22He said I'm somewhat confused
59:24about interpretations.
59:25Sorry,
59:25I just went up.
59:28Interpretations around microaggressions
59:29I notice that in one of your slides
59:32you had your arm around inventi.
59:34So first the person that you're
59:36talking about is it this person?
59:42If it's if it's this person,
59:43this is actually my mentor.
59:45For more than ten years,
59:46so we've developed a relationship
59:48to where in a picture I can say.
59:51Is it OK, you know,
59:52to be able to like, hug you, you know?
59:55Or is it OK to give a hug so generally
59:58when you're trying to create boundaries,
60:00that's great.
01:00:01These boundaries have already been
01:00:03established in this type of relationship,
01:00:05so my mentor I'm able to, you know,
01:00:07hug I'm able to tell her about, you know,
01:00:09the things that are going on and and
01:00:11then also in the context it would work.
01:00:13Same way for same sex because I'm
01:00:16actually gay so I I don't kind of like,
01:00:18you know,
01:00:19feel like anything to plug in anybody.
01:00:21But I always ask so I'm generally
01:00:23more of a hug rible person.
01:00:25So in my laboratory there's boundaries
01:00:28that are already established.
01:00:30There's actually a video that you
01:00:32can watch on YouTube about how there
01:00:34are certain teachers that actually
01:00:35have this sheet that are on the wall
01:00:37that gives different things that you
01:00:39know children that are in school
01:00:41age would like to do for the day.
01:00:43So sometimes people tap on it and
01:00:45say they would like to dance.
01:00:47Some people say that they you
01:00:48know that they want to hug.
01:00:49Some people say they wanna high five.
01:00:51So those same type of boundaries
01:00:53are established in a mentoring
01:00:54type of relationship and so that's
01:00:56something that you know.
01:00:57I think that is important for
01:01:00the context of any relationship.
01:01:02So this is how we establish those
01:01:04boundaries so it doesn't cross
01:01:06any boundaries when those things
01:01:07are already established.
01:01:08And then when you re ask
01:01:10those questions each time,
01:01:11that's something that should
01:01:12always be discussed too.
01:01:14It was a great question.
01:01:19There's a few more coming through the chat,
01:01:21so Gilbert I don't see the last name.
01:01:23It says. How do you overcome
01:01:26resistance to mentoring?
01:01:27Someone may feel uncomfortable to
01:01:28discuss issues such as what do
01:01:30you dream to achieve in your life?
01:01:32That's a good one.
01:01:33So when I start to do mentorship,
01:01:35I actually take people at the coffee.
01:01:37I asked people,
01:01:37do you wanna do coffee now that it's so
01:01:39presumed like for new graduate students?
01:01:41I meet them over coffee or zoom,
01:01:43not send of like you know,
01:01:44like a little like gift cards so that
01:01:47they can buy coffee and so we'll talk.
01:01:49And I try to make things in general
01:01:52so I just, you know, say hey.
01:01:54Tell me about your life.
01:01:56Tell me about your background,
01:01:57what you want me to know.
01:01:59So if you're meeting someone
01:02:00for the first time,
01:02:01that is what you say and you let the
01:02:04person develop their relationship
01:02:05and you meet several different
01:02:07times and sometimes relationships
01:02:09work and sometimes they don't,
01:02:12and it's OK if you can't get to an
01:02:14individual through the individual,
01:02:15but you can train that individual.
01:02:17That's where team performance
01:02:19comes into play.
01:02:20So if you identify that but you know
01:02:22there are phenomenal scientists but you
01:02:23want them to have some type of mentorship,
01:02:26maybe pairing them with a
01:02:27different type of mentor may help.
01:02:29In their relationship
01:02:31mentor training process.
01:02:32So that's something that I would suggest,
01:02:34and if they're still resistant,
01:02:35there's some underlying problem there,
01:02:37and so actually having some
01:02:39psychologists as a consultant in the
01:02:41and the like overall workspace for
01:02:43the department could help with that.
01:02:45And addressing those type of things I mean,
01:02:47then they may be more amendable
01:02:50today to you helping each other
01:02:53and being able to share those.
01:02:54You know things that may be a
01:02:56little bit more difficult to share.
01:02:57Remember that people are real people.
01:02:59Uhm, for example,
01:03:00in my ladders group at Vanderbilt,
01:03:02we have a way that we meet with postdocs,
01:03:04graduate students,
01:03:05undergrads that are of different
01:03:07minority backgrounds,
01:03:08and one individual was having
01:03:10a very hard time.
01:03:11I knew he was not going to
01:03:13come to my my particular lab,
01:03:14but the idea of saying, you know,
01:03:16you always have a place in my laboratory.
01:03:18If it gets too difficult, you know,
01:03:20just giving that that opinion to say,
01:03:22you know,
01:03:22I see you in that space and I'm
01:03:24here to sit with you in that space.
01:03:25I'm just acknowledging sometimes what
01:03:27someone is going through and then later on.
01:03:29We find out that his dad died,
01:03:31you know.
01:03:32So there was some things and I could
01:03:33share that 'cause he's my mentee.
01:03:35And so that's also something that
01:03:36you have to be able to be aware of.
01:03:38But those things were really sad and
01:03:41it made me realize that, you know,
01:03:44having a talk with the mentor.
01:03:46Allow for those situations
01:03:47to occur and allow for that
01:03:50to be able to be resolved.
01:03:52And now I'm telling you he's doing real well,
01:03:54like he's doing phenomenal.
01:03:56He joined another lab he's,
01:03:58I mean he's already.
01:03:59He was already asking me about
01:04:00doing a fellowship and you know,
01:04:02like how can I do this or how can I
01:04:04do that and I'm so proud of him and
01:04:06so sometimes it's just giving that
01:04:08extra care and realized that sometimes
01:04:10when people are being difficult
01:04:11they're not being difficult at all.
01:04:13They're actually just letting you
01:04:14know their boundaries and sometimes.
01:04:16Their boundaries may be very large
01:04:18because of the things that are
01:04:19going on in their personal life.
01:04:21So we have to give people more credit
01:04:23and the benefit of the doubt because
01:04:24you never know what's going on in
01:04:26a person's life and how that could
01:04:28actually help them to be able to
01:04:30be better if we actually take the
01:04:32time to care so that Gilbert you're
01:04:34already taking the time to care.
01:04:35If you have that question so
01:04:36you're already on the right path.
01:04:40OK, and I know where overtime so if we
01:04:42could just do this one last question,
01:04:44to what extent is the bias bidirectional
01:04:47and also from trainees to mentors and do
01:04:50current strategies also address this?
01:04:52Yes it does. So one thing that we
01:04:54all have to be aware of is that
01:04:57sometimes we have to be objective and
01:05:01minty sometimes are not objective.
01:05:03So what we have to do is I would
01:05:05encourage you sometimes in your
01:05:07laboratory to not necessarily have it.
01:05:09I have a regular lab meeting.
01:05:11Staying on Fridays.
01:05:12I have a DI Friday DI Fridays to bring
01:05:14a topic or something that they think
01:05:16may have happened in the laboratory
01:05:17so I could tell you about this.
01:05:19On my staff,
01:05:20scientists thought I was pushing her
01:05:22a little bit too hard and I said,
01:05:25well, I mean, I expect more.
01:05:27Your staff scientist.
01:05:28You're more senior than everybody
01:05:30else in the laboratory,
01:05:31but she's like,
01:05:32but there are other things that I
01:05:34have going on and I was like OK.
01:05:38I still don't think that's you know the case,
01:05:39but then when she told me I was like well,
01:05:42I'm being a little biased in this
01:05:44particular situation.
01:05:45I thought she could handle this more,
01:05:46but I wasn't aware of what's going on now.
01:05:48Let's flip the situation in another way.
01:05:51Now the staff scientist is coaching
01:05:53one of the post docs to do something,
01:05:55and I was telling her I was like,
01:05:57don't you think that you might be in
01:05:59a little biased about what she can do
01:06:01and she's like Oh no and I was like,
01:06:03I think it's the same situation
01:06:04we faced last week, right?
01:06:05And So what I'm trying to say is that yes.
01:06:08The men cheese can also be bias and we
01:06:10have to be aware that we have these
01:06:12already exist simply in our mind,
01:06:14so This is why we review and
01:06:16practice over and over again.
01:06:18So we're not perfect and I had to learn
01:06:21about like 'cause I don't have kids.
01:06:23I have plenty of nieces and nephews though,
01:06:26but I send them back so I had no clue about
01:06:28some of the things that women go through.
01:06:31I kind of understood that because in Dr.
01:06:33Abel's lab,
01:06:34the head person that's in the
01:06:35laboratory that's in charge
01:06:37is Hinata Pereira and so she.
01:06:38Taught me a lot about,
01:06:39you know the things that women
01:06:40have to balance and it was really
01:06:42incredible 'cause she had a narrow one.
01:06:44She adds, you know,
01:06:45nice public patients all of that.
01:06:46So then when I get to my lab,
01:06:48it took me a second to catch on 'cause I
01:06:50was just like oh they can handle this.
01:06:51I'm here, you know,
01:06:52seven or eight o'clock at night.
01:06:54You know,
01:06:54if we start at 7:00 o'clock in the
01:06:55morning we are opening their lives.
01:06:56We gotta do these things.
01:06:57And then I'm like oh wait,
01:06:59a minute they have kids.
01:07:00Wait a minute. I can't.
01:07:01I can't do that type of thing right?
01:07:03But these are things that we sometimes,
01:07:05you know, have challenges
01:07:06that we have to work on.
01:07:08So it works. Both ways,
01:07:09and the mentorship is that reverse
01:07:11mentorship that I talked about
01:07:12the kind of nailing your point.
01:07:14I just wanted to tell you
01:07:15that you're not alone.
01:07:16If you're experiencing those things,
01:07:17but the reverse mentor is very important,
01:07:19so maybe on a Friday when you're having
01:07:21journal Club afterwards you can say,
01:07:23hey, let's do some reverse mentoring.
01:07:25Let's talk about the things
01:07:26that you think I'm bias about,
01:07:28and then I can flip back
01:07:29and talk about things.
01:07:30I think you're being bias about and we
01:07:32can have a topic you know to talk about.
01:07:35And maybe you pick one that week,
01:07:37and then you come back another
01:07:38week and talk about.
01:07:38Something else 'cause these
01:07:39numbers could be heavy,
01:07:40so reverse mentoring is a very
01:07:43good strategy that allows for
01:07:44people to be in the the shoes
01:07:46and and the talking shoes.
01:07:48And you can explore those options.
01:07:49So I think this really good
01:07:50question that you asked.
01:07:54Thank you so much.
01:07:55There's a lot of thank yous coming
01:07:56through for answering questions
01:07:57and just for the talk in general.
01:07:59Thank you so much.
01:08:00Doctor Hinton just was incredible.
01:08:04Thank you very much in a very
01:08:05nice to meet you and Tanner.
01:08:07Nice to meet you as well.
01:08:08Everybody. Thank you all for the
01:08:09time that I had a great time.
01:08:11Great. Thank you. Thanks again
01:08:13thank you everyone for attending.