Cross-Cultural Mentoring Training Boosts Faculty Knowledge

Smart, L., Sood, A., & Shore, X. (2025). Cross-cultural communication in mentoring: Impact on individual growth. Chronicle of Mentoring and Coaching, 9(3), 105–110. https://doi.org/10.62935/s2405p

Introduction

Cross-cultural communication shapes how mentors and mentees interpret identity, power, and belonging in academic spaces. Smart and colleagues (2025) note that despite their diversity, academic health centers have limited structured, competency-based curricula that prepare faculty for culturally aware mentoring. Drawing on concepts such as cultural humility (Tervalon & Murray-García, 1998), psychological safety (Edmondson, 1999), experiential learning (Kolb, 1984, 2015), and humanistic learning theory (Rogers, 1969), the authors developed and evaluated an eight-module Cross-Cultural Communication in Mentoring curriculum delivered through the ECHO tele-mentoring platform.

Methods

Faculty at the University of New Mexico Health Sciences Center participated in eight 1-hour modules delivered during 2024–2025. Each session combined didactic teaching with breakout dialogues, role-play, and reflective exercises. Core competencies included cultural humility, empathic listening, emotional intelligence, self-awareness, and psychological safety. Responses (N = 129 across modules) were collected from participants who completed standardized pre- and post-session evaluations using 5-point Likert scales. Knowledge scores were analyzed using paired t-tests (p < .05 threshold). Mean knowledge scores increased significantly for every module and overall (all p < .001). For example, Module 5 (psychological safety) rose from 2.00 (SD = 0.71) to 3.24 (SD = 0.66), and overall scores increased from 2.51 (SD = 0.98) to 3.50 (SD = 0.76).

Results

All eight modules demonstrated statistically significant knowledge gains (p < .001). Participants also reported strong intention to apply learning (M = 4.53/5), high relevance to their work (M = 4.26/5), and likelihood of recommending the program (M = 9.35/10). Qualitative feedback indicated that participants valued the interactive format and expressed interest in additional small-group time and practical exercises.

Discussion

The findings align with prior mentor development research showing improved self-reported competency following structured training (Pfund et al., 2014; Sood et al., 2020). Like culturally responsive mentoring initiatives (Byars-Winston et al., 2018; Pfund et al., 2022), this curriculum combined reflection, dialogue, and skill practice. While outcomes are self-reported and limited to knowledge and intent, results indicate meaningful engagement and perceived applicability—factors linked to workplace transfer (Blume et al., 2010).

Implications for Mentoring Programs

Cross-cultural mentoring training should prioritize experiential learning, psychological safety, and structured reflection. Tele-mentoring platforms such as ECHO offer scalable delivery across academic health centers. Programs that integrate cultural humility and emotional intelligence may strengthen mentoring relationships, support belonging, and prepare faculty to mentor across diverse identities.

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