Highlight # 1 Leaving Egos Outside :
Abstract
Background and Context
Highlight # 1 Leaving Egos Outside :
A ‘ Reverse Mentoring ’ Study of BAME Psychology
Title :
Students and Senior University Leaders
Leaving Egos Outside : A ‘ Reverse Mentoring ’ Study of BAME Psychology Students and Senior University Leaders
Authors :
Kathryn Waddington Reader in Psychology , University of Westminster
Deborah Husbands Reader in Psychology , University of Westminster
Bryan Bonaparte Senior Lecturer in Psychology , University of Westminster
Keywords :
Assessment & Feedback Literacy , Discussion , Collaboration , Exemplars , Writing in Social Spaces , Nursing , Midwifery
DOI : 10.21252 / xszj-2r62
Abstract
This Highlight article describes a small pilot study of a ‘ reverse mentoring ’ study in a UK university , involving five undergraduate Black , Asian and minority ethnic ( BAME ) psychology students who mentored five senior leaders . Inverted commas were initially used to critique the term , and the associations with backward – rather than forward – direction of travel . The article will show how students were enabled and supported in their mentor role by using the concept of being ‘ equal thinking partners ’ in the mentor-mentee relationship . This allowed vulnerability , trust , shared humanity , and self-compassion to enter the mentoring space . The article presents early findings of the evaluation as work in progress , and critical reflection on the processes of ‘ reverse mentoring ’. The study provided a foundation for further funded research into compassionate pedagogy with students as co-researchers and imposter phenomenon among racially minoritised students . The article includes recommendations on how the concept of being equal thinking partners can be : ( i ) developed further in pedagogical partnerships and ( ii ) extended beyond the higher education sector , to youth justice work with vulnerable and disadvantaged young people .
Background and Context
The authors are all academic psychologists with research and practice interests in equality and diversity : Kathryn as co-chair of the University ’ s Equality and Progression Working Group ; Deborah as co-chair of the University ’ s BME Colleague Network and lead for the university ’ s Black History Year Programme ; Bryan as co-chair of the non-profit social enterprise Black Britain and Beyond . We acknowledge the problematic usage and sensitivities surrounding language associated with race and ethnicity . The term BAME ignores differences within and between different BAME groups ; BAME groups are not homogenous ( Bhopal , 2020 ; Brown , 2021 ). However , when the study began prior to the pandemic in 2019 , BAME was the term used in the Universities UK ( UUK ) report into student attainment / awarding gaps ( UUK , 2019 ), which provided a rationale for the study . The study was part of a wider university funded research project exploring how work and organisational psychology concepts can be adapted and applied to enhance student learning gain and employability .
The specific aims of the ‘ reverse mentoring ’ study were for :
• Senior members of staff to gain deeper insight into BAME students ’ experiences and incorporate that insight into their practice
• students to gain access to resources and relationships to enhance their learning gain , broadly defined as : improvement in knowledge , skills , workreadiness , and personal development made by students during their time spent in higher education ( Office for Students , 2019 ).
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