Culturally aware mentoring interventions create enduring changes among graduate biomedical faculty

Most science faculty are ill-equipped to navigate how racial inequalities impact interactions with students and peers in their research training contexts and their mentoring relationships. We show that faculty mentors in graduate biomedical training programs can change their behaviors toward more culturally responsive mentorship testing a unique Culturally Aware Mentorship (CAM) intervention. Using a longitudinal three-arm cluster randomized comparative trial with validated instruments coupled with qualitative interviews, we demonstrate substantial and enduring changes in mentoring behaviors and outcomes among 787 faculty mentors at 33 research-intensive U.S. universities. Although all three treatment conditions had positive gains in their longitudinal trajectories from baseline to 12 months on study measures, the longer, facilitated CAM interventions yielded greater change scores compared to the self-directed intervention alone. Further, our results reveal the underlying mechanism for behavioral change is self-reflection and introspection, most greatly activated within a peer community and with guided expert facilitation. Reflection and introspection subsequently prompted significant behavioral shifts in faculty mentors intentionally addressing mentees' needs and experiences and applying new skills to more effectively engage across racial and ethnic identities. CAM interventions equipped faculty mentors to respond more effectively in their mentoring relationships, building their confidence and skills to address student concerns.