ABSTRACT
This chapter focuses on some difficult mentoring messages from the vantage point of the mentor. It analyzes four common mentoring interactions whose messages can be challenging to frame effectively and provide recommendations on how each message can be reframed to improve communication and increase the likelihood that the student will hear or act on the message. Although the authors may wish that all mentoring interactions could focus on the positive, the reality is that mentoring also involves difficulty. Some faculty, staff, or peer mentors try to avoid difficult interactions, particularly when it comes to feedback, because they are worried about the possibility of saying the wrong thing or for fear of appearing racist or gender biased. Although it may be difficult to do, providing that critical but constructive feedback is important to help students grow.
