In a previous post, we explained the importance of mentoring lesbian, gay, bisexual, trans-, and queer (LGBTQ+) students, and considerations for engaged faculty and staff allies as they engage in doing so. This second post of the two-part series will now focus on ways faculty and staff mentors can engage in mentoring LGBTQ+ students when they also are open with their own LGBTQ+ identity.   

One important note before we begin. Although a mentor and mentee may both identify as LGBTQ+, their experiences of power and privilege and marginalization or oppression may differ because of how their identities intersect in different ways (Crenshaw 1991). In addition, a mentor who identifies with one group of LGBTQ+ communities is not automatically an ally to a mentee who identifies with another LGBTQ+ group. Being an ally as a mentor—even if you are LGBTQ+ yourself—means taking an active role in your own learning, and continuous work (McGill and Schindler 2021; see part 1 of this series).  

Be an Authentic Resource

LGBTQ+ identities have long been silenced, shamed, and excluded (Brueggemann and Moddelmog 2002), and many students feel isolated or excluded on campus (Graham 2019). Openly LGBTQ+ mentors who model comfort in their own identities actively reverse this long history and foster a sense of relief and belonging in students. Simply knowing or meeting a professional in their desired field can help an LGBTQ+ student learn to own and feel empowered in who they are, and see a path forward for themselves in a career (e.g., “if they can do it, so can I”), without even having explicit conversations about their identity-related experiences.  

If comfortable, mentors can share academic and personal aspects of their lived experiences being LGBTQ+. Many students want to hear about their LGBTQ+ mentor’s trials and triumphs (e.g., what it was like sharing their identity with close friends or family, their transition experiences, etc.), but it is important for faculty and staff mentors—who are in positions of power compared to their student mentees—to maintain healthy and professional emotional vulnerability in these situations. What that means is mentors should only share these kinds of stories when appropriate boundaries are established, when any related traumas have been healed, and when the sharing moves the mentee or the mentoring relationship forward. Students cite these kinds of conversations as opportunities to help them feel seen and understood. Openness and vulnerability could lead to additional mentoring conversations about navigating and addressing issues related to specific identity intersections (Brueggemann and Moddelmog 2002). Having a mentor who does not try to fit their mentee into a box, but rather tries to understand all the components that make up the student helps build the student’s confidence and helps quiet internal doubts. Authenticity in mentoring is not just about sharing identities; it is about modeling what is possible, reinforcing that LGBTQ+ students belong, and encouraging them to show up as their full selves. 

Support Students’ Identity Development and Advocacy Interests

Developing as an LGBTQ+ person in oppressive systems means self-discovery and learning is endless. In light of this, queer identities emphasize the process of becoming, not being (Muñoz 2009). LGBTQ+ mentors can support identity development by inviting students into their community circles. For example, mentors can connect students with additional LGBTQ+ or ally mentors, invite students to attend LGBTQ+-related events, encourage the student to share their voice, or amplify their mentee’s ideas in advocacy work that promotes social justice and inclusivity.  

In addition, when they feel their disciplinary knowledge enables them to, LGBTQ+ mentors have a unique opportunity to mentor students in projects related specifically to LGBTQ-related experiences. Particularly in mentoring undergraduate research contexts, engaging in a research project about one’s own LGBTQ+ identity, under the mentorship of an LGBTQ+ mentor, can help students bridge their identity with their scholarship. This learning experience can be incredibly powerful and helps students learn their identity and advocacy work are not separate from their academic work but rather are deeply connected to it. The student then not only has the opportunity to learn from existing scholarship related to their identity, but they also have the privilege of potentially serving their community through their own research findings. It is important to recognize that working with LGBTQ+ communities as an LGBTQ+ student might lead students towards transformation or a strong sense of pride, but it may also remind them of painful experiences, and therefore careful planning and thoughtful mentorship is crucial (Fondrie 2021). 

Help Students Navigate Education and Career Decisions

According to a recent survey from the Human Rights Campaign, over three quarters of LGBTQ+ youth want to be open about their identity at their future job, but nearly two thirds are afraid they will be discriminated against (Human Rights Campaign 2023). Their fears are not unwarranted, as research shows self-disclosure can not only negatively impact an LGBTQ+ person’s ability to secure a job, but it also impacts workplace experiences (Meeker et al. 2021). LGBTQ+ students preparing for experiential learning opportunities or their post-graduation goals “in the real world” may need some additional support from mentors who understand safety concerns and legal situations, such as patchwork in state laws and inconsistency of federal protections. LGBTQ+ mentors may have insider knowledge about opportunities and workplaces where their LGBTQ+ mentees will not face discrimination.

In addition, the Human Rights Campain’s (2025) Corporate Equality Index is one potentially helpful tool to identify workplace policies that create rejecting or welcoming workplace cultures (McGill and Joslin 2021). Students can use resources like these to make informed decisions about the environments that will be most supportive of their professional goals and identities, which can help them feel hopeful about their futures. Additional practical topics for mentoring conversations might involve how to explain LGBTQ+ activism or activities on their resumes or curriculum vitas, or whether the student will disclose their LGBTQ+ identity or use their chosen or legal name in their applications, or decisions around self-expression, including whether they will choose gender-affirming professional attire or clothing that fits cisgender norms for their interview (e.g., McHaelen et al. 2021).  

Normalize Self Care

Our previous post discussed the emotional weight of living as an LGBTQ+ person, but also the remarkable strength they demonstrate. LGBTQ+ mentors can reassure their mentees they are not alone in some of their experiences, and to not let negative experiences define their self-worth or potential. There are also opportunities for LGBTQ+ mentors to normalize and model self-care—which is a necessity, not a luxury. Mentors might share specific strategies to manage their emotional well-being, such as taking time for personal reflection, setting boundaries to protect mental health, or engaging in activities that offer reprieve. These conversations may help students to realize it is okay for them to take breaks, find joy in activities outside of work, ask for support, and develop healthy coping strategies during challenging times.  

Mentors who read this post may already be advocating for better representation and support for LGBT+ students. Faculty and staff are powerful agents of change on college campuses (e.g., Kezar et al. 2011). It is important to continue to push for changes that create even more inclusive academic environments because they could empower students to confidently pursue their goals while staying true to who they are.  

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References 

Brueggemann, Brenda Jo, and Debra Moddelmog. 2002. “Coming-out Pedagogy: Risking Identity in Language and Literature Classrooms.” Pedagogy 2 (3): 311-335. 

Campus Pride Index, 2025. “National Listing of LGBTQ-Friendly Colleges & Universities.” Accessed August 13, 2025. https://www.campusprideindex.org/.  

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. 

Fondrie, Suzanne (2021). “Partnering with LGBTQ+ Communities: The Issues” in Research Anthology on Inclusivity and Equity for the LGBTQ+ Community, edited by Association, Information Resources Management, IGI Global. 

Graham, Brooke Erin. 2019. “Queerly Enequal: LGBT+ Students and Mentoring in Higher Education.” Social Sciences 8 (6): 171. 

Human Rights Campaign. 2023. Youth Report. Retrieved August 13, 2025. https://reports.hrc.org/2023-lgbtq-youth-report.  

Kezar, Adrianna, Tricia Bertram Gallant, and Jaime Lester. 2011. “Everyday People Making a Difference on College Campuses: The Tempered Grassroots Leadership Tactics of Faculty and Staff.” Studies in Higher Education 36 (2): 129-151. 

McGill, Craig M., and Jennifer Joslin, eds. 2021. Advising Lesbian, Gay, Bisexual, Transgender, and Queer College Students. Taylor & Francis Group. 

McGill, Craig M., and Wendy Kay Schindler. 2021. “Becoming Allies and Advocates” in Advising Lesbian, Gay, Bisexual, Transgender, and Queer College Students, edited by Craig M. McGill, and Jennifer Joslin. Taylor & Francis Group. 

McHaelen, Robin, Fleurette King, Diane Goldsmith, and Hayley Pomerantz. 2021. “Opening the Doors for All LGBTQ+ Students” in Research Anthology on Inclusivity and Equity for the LGBTQ+ Community, edited by Association, Information Resources Management, IGI Global. 

Meeker, Carolyn, Richard A. Sprout, and Craig M. McGill. 2021. “LGBTQA+ Students and Career Advising” in Advising Lesbian, Gay, Bisexual, Transgender, and Queer College Students, edited by Craig M. McGill, and Jennifer Joslin. Taylor & Francis Group. 

Muñoz, José Esteban. 2009. Cruising Utopia: The Then and There of Queer Futurity. New York University Press. 

Perkins, Sabrina L., Azul Bellot, and Megan Parks. 2025. “Mentoring LGBTQ+ Students, Part 1: Considerations for All Mentors.” Center for Engaged Learning (blog). August 26, 2025. https://www.centerforengagedlearning.org/mentoring-lgbtq-students-part-1-considerations-for-all-mentors.

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About the Authors 

Sabrina Perkins is an Associate Professor of Psychology at Elon University and served 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 at Elon University. She is a 2023-2026 CEL Student Scholar collaborating with participants in the 2023-2025 research seminar on Mentoring Meaningful Learning Experiences. Learn more about the current student scholars.  

Megan Parks graduated from Elon University in 2025. She was an undergraduate student research mentee who worked with Dr. Sabrina Perkins in the Infant Development Lab, which is housed within the psychology department at Elon University. She is now a Doctor of Occupational Therapy student at Duke University School of Medicine.

How to Cite This Post

Perkins, Sabrina L., Azul Bellot, and Megan Parks. 2025. “LGBTQ+ Mentoring, Part 2: When LGBTQ+ Identities are Shared.” Center for Engaged Learning (blog). September 9, 2025. https://www.centerforengagedlearning.org/lgbtq-mentoring-part-2-when-lgbtq-identities-are-shared.