Gazella A. Summitt,
Director of Human Resources and Affirmative Action Officer
Vincennes University
Vincennes, Ind.
African American faculty and administrators should learn about a student's background — cultural advantages and disadvantages, a general knowledge of family history and support — in order to know how one's mentoring skills can be used to the best advantage. I would encourage a contract of commitment between the mentor and mentored. This helps to set the expectations and parameters of the relationship.
We must recognize the value of good listening skills because for some sessions all that is needed is to allow the student to share concerns. The tendency to tell the student our own war stories may prevent open communication. Do not wait for the student to contact you. We must be proactive in seeking out the student.
Empathize, but encourage and be firm when necessary. Try to provide opportunities for the student to have exposure to new social and cultural experiences. Offer to arrange job shadowing if the student does not have clear career goals. I believe it is also important to encourage the student's communication and technology skills. Provide opportunities for practicing interviewing skills to assist the student in applying for scholarships, for leadership in campus organizations, graduate school and beginning a career.
Mentoring is challenging but rewarding. It takes a commitment of time and effort, and it is not to be taken lightly. To give a student the gift of time spent mentoring him or her toward a successful career is certainly worth the sacrifice.
— Compiled by Joan Morgan
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