Fall 2008
Voices
In This Issue:
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Dr. Cerise Glenn was a Women’s Caucus
Graduate Student Representative while
she completed her doctoral education at
Howard University.
The Role of the Protégé:
10 Tips for Successful
Mentoring Relationships
by Cerise L. Glenn, Purdue University
Mentoring provides an excellent way for students to get the most of their educational experiences and learn the ropes for their future careers. It can add a more personal touch to academic rigor and be an instrumental socialization tool for the departmental and university norms and politics that textbooks do not address. Further, mentoring helps students learn the “extras” they should engage in as well as the ones they should avoid.
Although there are great benefits to mentoring, it also has potential pitfalls. Students can receive conflicting advice or spend time on projects that may not enhance their marketability or help them achieve their career goals. My personal experiences and conversations with other students illuminate issues students had or currently have with their mentors. Even though some students often focus more on their mentors’ actions, some of the issues that arose may have been mitigated or even avoided altogether had more time been spent examining the role of the protégé.
After careful reflection on my own mentoring experiences and those of my colleagues, I have compiled some helpful tips to assist students with their relationships with their mentors. This list is not intended to function as an all encompassing “how to” guide for developing a relationship with mentors. But it does shed light on some issues for students and their mentors to contemplate while crafting a positive and mutually beneficial relationship.
1. Choose Your Mentor Wisely
You will have various relationships with faculty members over the course of your undergraduate and graduate years. Some will be better suited to become your mentor than others. Choose someone you “click” with and who has similar research interests (or at least respects yours). This will help immensely when you become stressed and need support. Even if you have a great rapport with a faculty member, this does not mean he or she will make a good fit as a mentor. I once worked with a faculty member who I greatly respected; however, she was not interested in feminist research or research that examines social constructions of difference. She felt so strongly against this type of research that she would not read articles that utilized interpretive or critical frames. Although I learned from her in other ways, I did not feel she was a fit as my mentor. We still maintained a collegial relationship despite our epistemological differences.
2. Know the Difference between
a Mentor, Advisor, and Supervisor
An advisor helps with classes and other programmatic issues to keep students on track to graduate. A mentor has a broader and deeper relationship with protégés in that she or he helps develop professional and other academic goals that an advisor may not address. A supervisor, for example a teaching assistant coordinator, makes sure graduate students perform well as instructors. This person may not be the best person to ask questions related to advising or mentoring. Sometimes an advisor, supervisor, and mentor can be the same person. If that happens, make sure to understand which “hat” he or she is wearing when giving advice. A statement as a supervisor may be a direct request; however, a statement from a mentor may be a suggestion or advice.
3. Understand Boundaries in
the Mentoring Relationship
Understanding boundaries can be difficult because they can vary from mentor to mentor. Generally speaking, the relationship should center on academic and professional development. As the relationship develops, however, mentors and protégés can grow to be close colleagues and friends. Although establishing boundaries can be tough, it is worth spending time thinking about which boundaries feel comfortable and which ones do not. I don’t feel as comfortable extending the mentoring relationship outside of academia until my mentor and I have built rapport and “cemented” the mentoring relationship. Unfortunately, a friend of mine, who felt differently, decided to baby-sit for her mentor early on in the relationship and learned more about the child than potential career opportunities. She soon felt more like an employee than a protégé. If you decide to take on roles that extend beyond the task of mentoring, try not to lose sight of the purpose of having a mentor and voice concerns you may be having as soon as possible.
4. Identify Your Career Goals Early
It will help tremendously if you establish goals and share them with your mentors. A mentor will be better equipped to provide guidance if she or he knows what you are trying to accomplish. If you want a job at a teaching college, she or he may give you different advice than if your goal is to go to a research institution. If those goals change (they often do), let the mentor know promptly so the mentoring plan can be modified as soon as possible if necessary.
I’ve had friends and colleagues hesitate to share their goals with their mentors because they were afraid they might look less dedicated or unstable if they changed them. Unfortunately, they spent time on projects that did not increase their marketability as much for the job market. From my experience, mentors have been very understanding about these difficult decisions and understand that career goals change as the protégé learns more about academia and the roles of professors at different types of colleges and universities.
5. Be Clear about Your Needs
and Expectations
Think about what a “good” mentor should do. Does that meet your needs? Are those needs and expectations reasonable? After spending time thinking about this issue, voice them to your mentor. It is important to make sure both parties have a mutual understanding of this relationship. If those needs and expectations change, inform the mentor to see if he or she can adjust to meet them. If not, perhaps ask someone else to fill that role. If that occurs, it may be best to let that mentor know so other conflicts do not arise later.
Once I started publishing, I needed my mentor to read my manuscripts and offer feedback before submitting them to journals. My mentor was unable to read both of them by the time I was trying to have them submitted, so I asked her to suggest another faculty member who might be interested in my work. This worked well for me because my mentor stayed in the loop. I met my goals, and my mentor was not offended that I asked someone else to read my manuscripts because I had asked mentor first.
6. Establish Time to Discuss Your
Progress Toward Goals
Time moves surprisingly fast when enrolled in school. A semester or year can pass without having achieved the goals established early on in the relationship. Although extra meetings can seem like too much, take time to check in and let the mentor know how you are progressing toward your goals. Mentors can read lapses in meetings in different ways. If you go for long periods of time without talking, one mentor may assume you are progressing fine without extra assistance. Another may think you are not committed to the mentoring relationship. If you do not have much time to meet face to face, check in periodically with emails or phone calls to keep your mentor aware of your progress. I tend to work independently. But I like to let my mentor know what I am doing, in case I inadvertently have steered off course or she or he has additional suggestions I may find helpful.
7. Stick to Your Deadlines and Goals
It may seem like common sense to stick to the goals and deadlines you set and to inform your mentor when you cannot do so, but it surprises me how many people do not do this. If you say you will email a manuscript for feedback within a week, it is important to do so. This not only establishes your professionalism, but also tells your mentor you respect her or his time. You mentor has plenty of other tasks on his or her plate. Sending something in even a week later could mean it may take twice as long to get feedback. If you are unable to meet a particular deadline or meeting, inform your mentor as soon as possible with a good reason why. Mentors generally understand that life happens, but you need to be mindful of their time when they offer extra help. If not, you may send the message that you are not reliable or consistent, which can be hurtful when it comes time to ask for letters of recommendation.
8. Be Respectful and Mindful of Your Mentor’s Ideas and Suggestions
There will be times when you do not agree with your mentor. When that occurs, voice your ideas in a respectful manner. I have seen intense disagreements ruin mentoring relationships. From my experience, it has helped to talk through why I am not following a suggestion. I once was advised to attend a conference workshop, but I did not think it was in my best interest to do so financially since I hate the idea of being in debt. The cost seemed too great for the potential benefits of meeting people. My mentor was originally surprised when I said I did not want to go to the conference. When we talked about it, I disclosed my reasons (at first I was a bit embarrassed to tell her about my financial situation). She helped find partial funding and convinced me that the rest of the cost was worth it since it was an investment in my future. I attended the conference and met some amazing people and learned a great deal about my field.
A peer of mine had a similar issue; however he voiced his concerns in a different manner that negatively impacted his relationship with his mentor. He was confrontational and told his mentor that it was ridiculous to have expectations to attend multiple conferences when the mentor was aware of the financial stress of graduate students. By the time he told me about this interaction and I let him know that funding might be available, he had already had this conversation. He ended up feeling bad and avoided his mentor for the rest of the semester.
9. Show Your Appreciation
Say “thank you” for the advice you find helpful. You may not understand why something was important until much later in your career path. Take a minute to send an email or call your mentor to show your appreciation. After I passed my dissertation defense, I sent an email to a mentor I had several years ago as an undergraduate. She was the first person to make me feel that I had the intelligence and dedication to complete a doctorate program. I still remember how much her encouragement helped me through the years. It is important to say thank you to brighten your mentor’s day and let her or him know how much you appreciate the guidance and support.
10. Consider Becoming a Mentor
Even though demands on your time will be high, consider taking the time to mentor someone else. If you are a graduate student, think about mentoring an undergraduate student aspiring to go to graduate school. Your university probably has programs established that will match you with someone and sets up guidelines and suggestions for your mentoring sessions with your protégé. This will help you understand mentoring from the other side of desk and appreciate your own mentor more. The frustration of having my protégé skip an appointment reinforced my commitment to avoid treating my mentor that way. Learning how your advice has influenced that person reminds me to let my mentors know how they have influenced me. Serving as a mentor also extends a network of support for those who look up to you. If you need a more self-serving reason, this type of service can enhance your curriculum vita when you apply for positions, as it shows you are already building experience in guiding undergraduates in their career choices. This is often a sought-after quality universities look for in prospective faculty members.
Conclusion
As stated earlier, these ideas are merely suggestions that have worked well for me. They may be helpful to keep in mind when selecting and working with a mentor. I have had several mentors since I was an undergraduate, and I continue to stay in touch with all of them through an occasional email or phone call. They still offer support and words of wisdom, which I value. Now that I have earned my doctorate and begun my career path, I understand that I will always need a mentor and am happy to mentor others. Taking the time to make sure that mentoring relationships are strong and beneficial has helped me immensely. Hopefully these ideas will help you as well.
Last Updated 23 October 2008
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