The process of mentoring graduate students to prepare them to assume roles as faculty members is important to their future performance and satisfaction. This article examines the existing state of mentor-protégé relationships, posits a model for a conceptual framework for the mentoring process, and identifies some of the mechanisms for incorporating it into graduate criminological education. Particular attention is given to the mechanisms that facilitate and encourage cross-gender mentor-protégé relationships for "professors in training."
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