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<p>Recent publications have called on behavior analysts to adopt culturally responsive and humble skills in their clinical practice. Although it is important to focus on these skills when providing therapeutic services to clients, it is just as important to apply the same responsiveness when we train and mentor future behavior analysts. Behavior Analyst Certification Board (BACB) data showed an underrepresentation of individuals from historically marginalized groups (HMGs) who have obtained BACB certificates (BACB, <CitationRef CitationID="CR9">n.d.a</CitationRef>). Previous literature has described mentorship as a recommendation for retaining individuals from HMGs in various settings including higher education (Sorkness et al., <CitationRef CitationID="CR81">2017</CitationRef>) and more recently in behavior analysis (Cirincione-Ulezi, <CitationRef CitationID="CR19">2020</CitationRef>). The purpose of this survey was to gather information from students who belong to a HMGs to better understand (1) the importance of mentorship; (2) whether they had mentors who matched their backgrounds; (3) factors when choosing mentors; (4) barriers experienced during mentorship; and (5) the actions the students would like from their mentors. A total of 70 responses were collected and recommendations for culturally responsive mentorship practices are discussed. With this information, we sought to create a starting point for developing and designing culturally responsive mentorship practices and to provide suggestions for improving diversity in leadership positions.</p>

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Centering the Voices of Racially and Ethnically Marginalized Groups in Behavior Analysis: A Survey on Student Experiences during Mentorship

  • 期刊论文

  • 发表日期：

    2025年4月17日

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  • Marlesha C. Bell,
  • Denice Rios,
  • Tara A. Fahmie,
  • Brinea M. Charles

摘要

Recent publications have called on behavior analysts to adopt culturally responsive and humble skills in their clinical practice. Although it is important to focus on these skills when providing therapeutic services to clients, it is just as important to apply the same responsiveness when we train and mentor future behavior analysts. Behavior Analyst Certification Board (BACB) data showed an underrepresentation of individuals from historically marginalized groups (HMGs) who have obtained BACB certificates (BACB, n.d.a). Previous literature has described mentorship as a recommendation for retaining individuals from HMGs in various settings including higher education (Sorkness et al., 2017) and more recently in behavior analysis (Cirincione-Ulezi, 2020). The purpose of this survey was to gather information from students who belong to a HMGs to better understand (1) the importance of mentorship; (2) whether they had mentors who matched their backgrounds; (3) factors when choosing mentors; (4) barriers experienced during mentorship; and (5) the actions the students would like from their mentors. A total of 70 responses were collected and recommendations for culturally responsive mentorship practices are discussed. With this information, we sought to create a starting point for developing and designing culturally responsive mentorship practices and to provide suggestions for improving diversity in leadership positions.