Abstract
The next generations of sexuality professionals will arise from an increasing diversity of disciplines; these professionals will work in rapidly changing environments in higher education, schools, health care, and communities. New graduate programs in sexuality are unlikely, and students may learn from isolated courses, rather than dedicated holistic programs. Entering any branch of sexuality research, teaching, or practice, new professionals will confront an increasingly complex regulatory framework, limited research and instructional budgets, and a volatile political context. Mentoring by experienced practitioners, researchers, and teachers—also derived from a broad diversity of disciplines—can strengthen the preparation of new professionals, help sustain their interest in and commitment to the field, provide guidance in career development, and offer support during difficult times. Mentors must have specific expertise, provide access to resources, and commit to a continuing relationship with new professionals. The complex problems facing training in sexuality require that some graduate students and new professionals have situation-specific mentors; professional sexuality organizations should establish networks, support systems, and policies concerning the role of mentors. The relationship between mentors and new professionals must be reliable, predictable, nonexploitative, and respectful. Both short and long-term evaluations should define the effectiveness of mentoring programs.