Racism and White supremacy culture shape the experiences of youth and adults in mentoring programs, which is detrimental to the development of BIPOC youth. The aims of this paper are to a) show why anti-racism training and education for adult mentors is necessary for promoting the positive development of BIPOC youth and b) offer a framework for anti-racist education and training for mentors. We review research showing how mentors’ attitudes about race, ethnicity and culture can harm their relationships with BIPOC youth and research on general mentor training, anti-racism training for mentors, and general diversity and anti-bias training in the workplace. Crossing disciplinary boundaries to inform developmental science, we draw upon critical mentoring, culturally relevant and sustaining pedagogy, and ethnic/racial identity frameworks, and propose four components for anti-racist education and training for mentors: a) acknowledging, confronting, and interrupting racism, b) facilitating youth critical consciousness, c) supporting positive identity development in youth, and d) mentors and mentees as active agents and partners. At the foundation of these pillars is decentering and interrupting Whiteness and youth as co-constructors of knowledge. We offer suggestions for future research and practice in anti-racism training for mentors, which also have implications for youth-adult relationships across settings.

种族主义和白人至上文化塑造了青年和成年人在指导计划中的经历，这不利于 BIPOC 青年的发展。本文的目的是 a) 说明为什么对成人导师进行反种族主义培训和教育对于促进 BIPOC 青年的积极发展是必要的，以及 b) 为导师提供一个反种族主义教育和培训框架。我们回顾了研究表明导师对种族、民族和文化的态度如何损害他们与 BIPOC 青年的关系，以及对一般导师培训、导师反种族主义培训以及工作场所的一般多样性和反偏见培训的研究。跨越学科界限为发展科学提供信息，我们利用批判性指导、文化相关和可持续的教学法以及种族/种族认同框架，并为导师的反种族主义教育和培训提出四个组成部分：a) 承认、对抗和中断种族主义，b) 促进青年的批判意识，c) 支持青年积极的身份发展，以及 d) 导师和受训者作为积极的推动者和伙伴。这些支柱的基础是去中心化和打断白人和青年作为知识的共同构建者。我们为导师的反种族主义培训的未来研究和实践提供建议，这也对跨环境的青年-成人关系产生影响。这些支柱的基础是去中心化和打断白人和青年作为知识的共同构建者。我们为导师的反种族主义培训的未来研究和实践提供建议，这也对跨环境的青年-成人关系产生影响。这些支柱的基础是去中心化和打断白人和青年作为知识的共同构建者。我们为导师的反种族主义培训的未来研究和实践提供建议，这也对跨环境的青年-成人关系产生影响。