Mutual trust is widely recognized as a significant component of effective mentoring relationships because emotional and psychological safety allows both mentors and mentees to use their energy for learning and productivity rather than self-protection. Unfortunately, limited research exists on building trust in higher education, especially within mentoring relationships (Tierney 2006).

Here, we summarize a few strategies for building trust in mentoring relationships in higher education contexts. Using examples from our own experiences in various mentoring models (e.g., peer, undergraduate research, academics, etc.), we provide perspectives useful to mentors and/or mentees, as both parties play important roles in building mutual trust.

Perceived competence in each other: It likely comes as no surprise that when mentees feel confident in their mentor’s competence and abilities and view those abilities and skills as relevant to their professional goals, they trust their mentor’s advice more (Felten, Forsyth, and Sutherland 2023; Goodsett 2021; Johnson 2016 Mayer, Davis, and Schoorman 1995; Payne, Stone, and Bennett 2023). Faculty may communicate their competence to mentees by sharing information about their relevant expertise (e.g., scholarly activity, credentials, knowledge of university logistics, etc.). Given the difference in experience with certain types of knowledge or skills, mentors should create an environment in which mentees feel comfortable asking questions, addressing mentees’ questions directly, and directing mentees to alternate sources (but only when necessary, as frequent redirections can erode trust). The mentors’ perceptions of mentees’ competence also matters—mentors should believe in their mentees’ abilities (Eller, Lev, and Feurer 2014; Leck and Orser 2013), and help their mentees understand the strengths and assets mentees bring to the mentoring relationship (e.g., Hammer, Trepal, and Speedlin 2014; Johnson 2016; Longmire-Avital 2019; Shanahan 2018).

Holistic understandings of each other: Entering a new relationship with open-mindedness and willingness to learn about the other person can go a long way (Leck and Orser 2013). Mentors can gain more holistic understandings of their mentees when they are willing to discuss their mentee’s life and concerns, even if they are not directly related to the professional work (Chan 2018; Eller, Lev, and Feurer 2014; Goodsett 2021). Showing genuine interest in the mentee on a personal level might involve asking lots of questions (e.g., about their day, involvement on campus, things they like/dislike, etc.), and leaving room for the mentee to ask questions. These efforts can help make the mentoring relationship feel stronger and more genuine by signaling to mentees they are welcome and their voice matters.

Excellent communication: As in any relationship, effective two-way communication is vital in mentoring (Chan 2018; Hudson 2013). Mentee inputs and engagement in a mentoring relationship will influence how the mentor responds and vice versa. When both parties actively participate and contribute to the dialogue, it fosters a more productive and supportive environment. Mentors may choose to ask mentees about what they hope to gain from their professional relationship, articulating expectations regarding the nature of their engagements, and what professional or product-related goals may be associated. Effective two-way dialogue may involve feedback and reflections from both parties (Hudson 2013). Logistics can also be planned out transparently, such as preferred methods of communication and thinking creatively about meeting locations. Often, informal surroundings such as dining halls, coffee shops, or the outdoors can provide beneficial ambience for effective mentoring conversations. Clearly communicating how mentees can expect to reach the mentor, including any boundaries, is helpful, too. For example, what time(s) of day are appropriate to call or text? And what types of communication are expected?

Use of humor: When used appropriately, positive affect and humor can humanize mentors in the eyes of their mentees, and help mentees feel more comfortable (Chan 2018; Felten, Forsyth, and Sutherland 2023). Humor can make the relationship feel more mutual and friendly and may even break down barriers associated with power hierarchies. However, excellent communication and active listening are precursors to using humor in mentoring conversations because when the mentors know their mentees well and are attuned to their mentee’s likes and dislikes, personalities, and backgrounds, they can use humor more effectively to strengthen trust in the mentoring relationship.

Willingness to discuss meaningful identity-related experiences: Each of us experiences life through unique intersections of our identities, which affect how we mentor and are mentored (e.g., Chan 2018; Crenshaw 1991; Felten, Forsyth, and Sutherland 2023). For some mentees, conversations about identity might be some of the most important in a mentoring relationship, but it is imperative that each person has the opportunity to share identity-related experiences which are most meaningful to them (and not necessarily those emphasized by the wider social environment). For example, conversations about race or ethnicity may be important in a wider society concerned about structural racism, but for some students, being Black may not feel as defining to them compared to their faith or nationality. Conversations that allow mentees to share identity-related experiences that matter greatly to them could help mentees feel seen and reassured by their mentors, but also help improve transparency around privileged experiences each person may bring to the relationship. Thus, genuineness is paramount in these conversations to help both parties recognize when their experiences are not mutual and when certain voices are not yet included in mentoring conversations.

Self-disclosure: Healthy emotional vulnerability can go a long way in building mutual trust in mentoring relationships (Thurman 2024). This foundation also promotes feelings of safety when stepping outside of comfort zones (Hudson 2013). Self-disclosure might involve sharing sensitive information, such as professional failures, mistakes, or anxieties (Chan 2018; Eller, Lev, and Feurer 2014; Goodsett 2021). Self-disclosure is most effective when it comes from a place of resolve, helps lower the mentees’ intimidation, and helps move the mentee or their engagements forward. For example, a more advanced peer mentor who retook and passed a once-failed course may share this experience with a mentee as an example of remaining steadfast in the face of challenge. They might also take the opportunity to highlight relevant campus support services, such as tutoring or disability resources.

Behaving with integrity: Because mentoring relationships can be so personal and simultaneously involve power dynamics, ethical considerations should be made to ensure a trusting environment. Mentors and mentees should maintain confidentiality within the relationship, and disclose when their ideas or actions are influenced by their own values or principles (Leck and Orser 2013). For example, any personal information a mentee shares privately with a mentor should never be shared with others. Mentors in particular can also model ethical behaviors and adherence to a set of principles, especially those within their disciplines (Chan 2018; Eller, Lev, and Feurer 2014; Felten, Forsyth, and Sutherland 2023; Goodsett 2021; Mayer, Davis, and Schoorman 1995).

In sum, establishing a sense of trust in mentoring relationships is important because it allows mentors and mentees to focus on meeting their collective goals, and can lay a foundation for a long-lasting and meaningful relationship.

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References

Chan, Anne. 2018. “Trust-building in the mentoring of students of color.” Mentoring & Tutoring: Partnership in Learning 26 (1): 4–29.

Crenshaw, Kimberlé. 1991. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color.” Stanford Law Review 43 (6): 1241–99. https://doi.org/10.2307/1229039.

Eller, Lucille Sanzero, Elise L. Lev, and Amy Feurer. 2014. “Key components of an effective mentoring relationship: A qualitative study.” Nurse Education Today 34 (5): 815–820.

Felten, Peter, Rachel Forsyth, and Kathryn A. Sutherland. 2023. “Building trust in the classroom: A conceptual model for teachers, scholars, and academic developers in higher education.” Teaching and Learning Inquiry 11.

Goodsett, Mandi. 2021. “Commitment, Respect, and Trust: The Building Blocks of a Strong Mentoring Relationship” from Academic Library Mentoring: Fostering Growth and Renewal (ed. Rod-Welch & Weeg). ACRL Publications.

Hammer, Tonya, Heather Trepal, and Stacy Speedlin. 2014. “Five Relational Strategies for Mentoring Female Faculty.” Adultspan Journal 13 (1): 4–14.

Hudson, Peter. 2013. “Developing and Sustaining Successful Mentoring Relationships.” Journal of Relationships Research 4: 1–10. https://doi.org/10.1017/jrr.2013.1.

Johnson, W. Brad. 2016. On Being a Mentor: A Guide for Higher Education Faculty. Routledge.

Leck, Joanne, and Barbara Orser. 2013. “Fostering trust in mentoring relationships: An exploratory study.” Equality, Diversity and Inclusion: An International Journal 32 (4): 410–425.

Longmire-Avital, Buffie. 2019. “What’s Their Capital? Applying a Community Cultural Wealth Model to UR.” Center for Engaged Learning (blog) Elon University. March 7, 2019. https://www.centerforengagedlearning.org/whats-their-capital-applying-a-community-cultural-wealth-model-to-ur/.

Mayer, Roger C., James H. Davis, and F. David Schoorman. 1995. “An integrative model of organizational trust.” Academy of Management Review 20 (3): 709–734.

Payne, Ameena L., Cathy Stone, and Rebecca Bennett. 2023. “Conceptualising and building trust to enhance the engagement and achievement of under-served students.” The Journal of Continuing Higher Education 71 (2): 134–151.

Shanahan, Jenny Olin. 2018. “Mentoring Strategies that Support Underrepresented Students in Undergraduate Research.” In Excellence in Mentoring Undergraduate Research, edited byM. Vandermaas-Peeler, P.C. Miller, and J.L. Moore. Council on Undergraduate Research.

Thurman, Sabrina. 2024. “Cultivating Vulnerability in Mentoring Relationships.” Center for Engaged Learning (blog), Elon University. April 30, 2024. https://www.centerforengagedlearning.org/cultivating-vulnerability-in-mentoring-relationships.

Tierney, William G. 2006. “Chapter Two: The Grammar of Trust.” Counterpoints 308: 41–57.

About the Authors

Sabrina Thurman is an Associate Professor of Psychology at Elon University and serves as a seminar leader for CEL’s 2023-2025 research seminar on Mentoring Meaningful Learning Experiences. She is an active mentor of undergraduate research in developmental psychology and co-designed a peer mentoring program to support first generation college students at Elon University. She has several publications and presentations on mentoring in higher education and has received awards for teaching excellence.

Azul Bellot is a psychology major, and Tiffanie Grant is an exercise science major at Elon University. They are both 2023-2026 CEL Student Scholars collaborating with participants in the 2023-2025 research seminar on Mentoring Meaningful Learning Experiences. Learn more about the current student scholars. 

How to Cite This Post

Thurman, Sabrina, Azul Bellot, and Tiffanie Grant. 2024. “Building Trust in Mentoring Relationships.” Center for Engaged Learning (blog), Elon University. Oct. 8, 2024. https://www.centerforengagedlearning.org/building-trust-in-mentoring-relationships.