Faculty Profile

Rebecca Ashare.

Rebecca Ashare

Associate Professor


  • PhD, Clinical Psychology, SUNY Buffalo, 2011

Professional experience:

  • Associate Professor, Clinical Psychology, University of Pennsylvania Perelman School of Medicine

What mentoring means to me:

Throughout my academic career, I have been fortunate to have exceptional teachers and mentors who have encouraged creativity, emphasized strong critical thinking, and perhaps most importantly exemplified genuine enthusiasm for their work. My mentors have played a pivotal role in my career development, but also on a more personal, human level. I did my graduate work here at UB and am now faculty here—I want to provide the same supportive training environment to trainees that I have experienced and what better place to do that than here! A true mentoring relationship doesn't end with a degree or graduation, nor does it always need to be formal. I have mentors in my life I refer to as my academic "big brothers and sisters"—some of those folks are not in the same field but have firsthand experience with navigating academic life. I am also inspired by the people I mentor and enjoy learning from them. I believe that we don't get through this life—academic or otherwise—alone and it's all about finding the right people along the way.

Topics I am willing to discuss with students:

Minority Experiences

  • Being a woman and related discrimination.
  • Sexual and/or gender minority status and related discrimination.

Personal Circumstances

  • Caregiving for children.
  • Caregiving for other loved ones.

I was a primary caregiver for both of my parents before they died. It was simultaneously the most challenging and rewarding experience of my life. A year after they died, my daughter was born and I found myself in a new caregiving role. In the midst of all this, I was putting together my dossier for my promotion. I am happy to discuss issues related to how we manage all the different priorities in our lives.

Academic Culture

  • Decoding and demystifying academic culture and norms.
  • Uncertainty about staying in grad school.