Multi-Tiered Mentorship Models: Increasing Learning Outcomes of Underserved Populations

Abstract

In order to successfully achieve intended outcomes, mentorship models must be able to provide their target population with opportunities to gain entrée into their prospective field, the tools necessary for navigating new spaces, and a community that supports one’s transition into these new roles. On their own, neither dyadic nor peer mentorship models are likely to achieve all of these goals. Although the current trend in mentorship is to provide participants with a single avenue of support, our findings emphasize a need for achievement programs to provide access to multiple sources of support and create a framework that anchor these sources together. This paper demonstrates the importance of utilizing multiple forms of mentorship as it positively impacts underserved populations transition into dominant roles by giving them the resources to build the capital necessary to thrive in more dominant spaces. Discipline experts provide the field-specific details, peers create a supportive environment, and dedicated staff cultivates the program’s flow to ensure students can develop professionalization.