| Self-education and awareness |
Mentors can educate themselves about general LGBTQ+ culture and history so as to learn how to speak in an affirming, rather than offensive, manner. It may be useful to read literature, keep updated on current events, and to actively listen to the lived experiences of others. Mentors can learn about the unique barriers that LGBTQ+ may face in academic and professional settings. Commonly noted obstacles included: how to navigate academia/the health field as an LGBTQ+ person, mental health disparities and minority stress, discrimination, the “coming out process” and more. Mentors can seek guidance from LGBT+ resources in the institutions where mentors work and teach (e.g., Campus LGBTQ+ Centers), and utilize national resources, such as the Sexual and Gender Minority Research Office of the National Institutes of Health. Mentors can familiarize themselves with resources that are available to LGBTQ+ students so that they can pass this information along to their mentees. Resources may include LGBTQ+-related grants and fellowships, local LGBTQ+ centers, and courses that support student interests. |
| Active skills and strategies |
Mentors can approach their mentoring relationships with a generally inclusive attitude of openness, listening, acceptance, understanding, respect, sensitivity, and compassion. It is an affirming practice to use appropriate names and pronouns, which can be elicited by asking in a respectful manner. Mentors can start by offering their own pronouns in an attempt to normalize the practice. Mentors should avoid making assumptions about their mentee’s sexual orientation and gender identity. This includes being mindful not to believe stereotypes about gender and sexuality. Mentors can practice cultural humility, which, as posited by Tervalon and Murray-Garcia (1998), includes accepting that individuals are experts on their own experiences and identities regardless of the “competence” of others. |
| Advocacy |
Mentors can advocate for their students by calling out micro-aggressions and discrimination, and by being otherwise vocally supportive of the LGBTQ+ community. Mentors can encourage their colleagues to include LGBTQ+ related content in their classes as well as to be open to providing mentorship to LGBTQ+ students. Mentors who do identify as LGBTQ+ can act as role models in their field that may not have prominent representation of openly LGBTQ+ individuals. |
