recorded webinar

Mentoring Women in the Context of Gender, Racial, Ethnic, and Sexual Power Barriers

Diverse Women Graphic - Mentoring Women Webinar
Thursday, May 13, 2021 11:30 am
- 1:00 pm ET

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Allegations of sexual misconduct in the workplace continue to make headlines. Though frontpage stories often center on the entertainment industry, harassment, sexual misconduct, the provision of differential opportunities based on gender occurs in any setting in which there is a power differential. As such, academic, training, and clinical settings are often home to such problems. Though these issues are not new, the #MeToo and #TimesUp movements have brought them heightened awareness. These issues are further amplified when those involved may have differential institutional power related to race, ethnicity, and/or sexual orientation in addition to gender identity. Although mentors don’t have to match mentee demographic variables, understanding of the potential strengths and vulnerabilities associated with individual differences is crucial (Levine et al., 2013). Beyond the influences of factors such as gender and culture on women’s (and men’s) values, priorities, and behavior, are widespread differences in others’ expectations in this regard for professional women. These relate to implicit bias and stigma, as well as experiences of discrimination; issues that may be made more or less salient, depending on the broader political climate. 

This panel uses an intersectional perspective to discuss the effects of sexual harassment issues on the mentor / mentee relationship. Topics include combatting the desire to ignore uncomfortable mentorship topics (e.g., clinical supervision about cases in which a patient makes sexually inappropriate comments; feedback on professional dress); supporting trainees and mentees who report harassment from patients or professional; how mentor and mentee race, ethnicity, and sexual orientation may influence these discussions, and discussion of the complex and nuanced range of behaviors and responses to behaviors that may occur in our work settings. Given that mentors of professional women are most likely to be men (Green & Hawley, 2009), the panel discusses not only how to improve all of our mentorship, but how to train students of all genders to become responsible, quality, mentors. Rather that oversimplifying these complex issues into a list of “do’s” and “don’ts”, this panel includes educators with decades of mentorship experience in an effort to outline guiding principles and considerations in these areas. 

Discussion includes navigation of professional roles, relationships, and expectations; negotiation of career phases and shifting power structures; responses to micro (and macro) aggressions and discrimination; integration of personal and cultural values into career decisions; and responses to a range of professional experiences, from those that are inappropriately gendered to those that are aggressive and/or criminal. Audience participation will be encouraged.

Learning Objectives:

  1. Describe gender-, value-, and culturally-based factors to consider when mentoring professional women of different backgrounds.
  2. Identify issues associated with career phase that are relevant to mentoring professional women
  3. Describe ways to help mentees navigate others’ gender-based expectations for behavior, from an intersectional perspective.
  4. Identify Individual and institutional considerations in supporting mentees facing a range of difficult workplace situations.
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Presenter(s) Biography

Barbara Kamholz, PhD, ABPP Senior Advisor, Professional Education 

Barbara Kamholz, PhD, ABPP

Member Since 2011

Barbara W. Kamholz, PhD, ABPP is a public health leader, social justice advocate, educator, and clinical psychologist, with a mission to enhance human well-being and benefit society. Her broad background and expertise informs her work in grassroots advocacy, healthcare, non-profit organizations, and political engagement. She has developed in-person and virtual training programs locally and nationally, applied behavioral principles to enhance the messaging and mission of multiple organizations, and is adept at translating complex concepts for different audiences. As a clinical psychologist, Dr. Kamholz builds strong working relationships, develops strategies for behavioral change, and engages others in the hard work of effecting that change.

Dr. Kamholz plays leadership and advisory roles in multiple non-profit organizations and works in political advocacy and electoral politics. She is Associate Director of Outpatient Mental Health Services at VA Boston Healthcare System, Associate Professor of Psychiatry at Boston University School of Medicine, Board Certified in Behavioral and Cognitive Psychology, and Senior Advisor for Professional Education at ADAA. She also provides direct patient care. Email Barbara.


Jessica Graham-LoPresti, PhD


Member Since 2018

Dr. Jessica Graham-LoPresti is co-founder of BARE Mental Health & Wellness, LLC and an Assistant Professor of Psychology in the clinical psychology doctoral program at Suffolk University.  Dr. Graham-LoPresti graduated from Williams College with a B.A. in Psychology and American Studies and received her M.A. and Ph.D. in Clinical Psychology from the University of Massachusetts Boston. She has focused her career on promoting the resilience, health, and well-being of people and communities of color and has published extensively on the multi-level impact of racism on mental health as well as barriers to quality and effective mental healthcare for underserved and underrepresented communities.  In addition, Dr. Graham-LoPresti owns a clinical private practice where she helps clients cope with a range of psychological struggles including anxiety, depression, trauma, relationship challenges, as well as stress associated with marginalization and oppression.


Sarah Hayes Skelton, PhD

Sarah Hayes Skelton, PhD

Member Since 2010

Sarah Hayes-Skelton, PhD is an associate professor in the psychology department at the University of Massachusetts Boston where she is currently the director of clinical training for the Clinical Psychology Doctoral Program.  Within this role, Dr. Hayes-Skelton mentors students within this scientist-practitioner-activist focused doctoral program. Dr. Hayes-Skelton completed a Ph.D. in clinical psychology from the University of Nebraska – Lincoln in 2007.  Her primary research examines the mechanisms and processes responsible for change in psychotherapy for anxiety disorders with a particular commitment to enhancing the cultural-sensitivity of these treatments.  She is also a licensed psychologist in Massachusetts.  Dr. Hayes-Skelton is an active member serving on committees in professional organizations such as ADAA.   


Keith D. Renshaw, PhD

Keith Renshaw PhD

Keith D. Renshaw, Ph.D. is a Professor & Department Chair of Psychology, as well as the Director of the Military, Veterans, and Families Initiative, at George Mason University. He received his doctoral degree in clinical psychology from the University of North Carolina at Chapel Hill in 2003 and was a faculty member at the University of Utah from 2005-2009 before moving to George Mason University in 2009. Dr. Renshaw’s overall research focus is on the interpersonal context of anxiety, stress, and trauma, with a particular emphasis on the experience of combat veterans and their spouses. He has received over $3 million in extramural funding, published more than 80 peer-reviewed publications, given more than 150 conference presentations, and given numerous invited talks on these and other topics. Dr. Renshaw has also won multiple teaching awards, including the George Mason University Teaching Excellence Award (2015). In addition to classroom teaching, he is heavily devoted to the mentorship of doctoral students. Under his supervision, his students have received over $250,000 in extramural funding, published over 50 peer-reviewed publications, and made over 90 presentations at national conferences. From 2016-2019, Dr. Renshaw also served as Chair of George Mason’s Faculty Senate and the faculty representative to the University’s governing Board of Visitors (BOV). In 2020, he led the creation of George Mason’s Military, Veterans, & Families Initiative. As the Director, he is overseeing the formation of community partnerships, creation of new virtual programming, development of new programs, and fundraising efforts.


Karen G. Martínez, MD, MSc

Karen Martinez Gonzalez

Karen G. Martinez-Gonzalez, MD, MSc is a child and adolescent psychiatrist in San Juan, Puerto Rico.  She is an Associate Professor at the University of Puerto Rico where she directs the Center for the Study and Treatment of Fear and Anxiety and is the Chair of the Department of Psychiatry. She also completed a Post-Doctoral Master’s in Clinical and Translational Research in 2006 and is now the Principal Investigator (R25MD007607) and Director of this program.  Dr. Martínez-González is a founding member of the University of Puerto Rico Center for Perinatal Mental Health where several research projects understanding stress, perinatal mental health and child development in Puerto Rico are being conducted.  She is an active member of several professional organizations, such as the Anxiety and Depression Association of America where she recently received the Member Recognition Award for her work on the Multicultural and the Women’s Mental Health Special Interest Groups.  She is also part of the American Academy of Child and Adolescent Psychiatry (AACAP) Trauma and Disaster Committee and president of the Puerto Rico Chapter; member of the board of directors and past president of the Association for Clinical and Translational Science (ACTS). 

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