Advisor—advisee relationships are an important aspect of the career development of professionals in many fields; however, limited scholarship has focused on these relationships. In the three articles of this special section, the authors attempt to help remedy this situation by articulating a culturally infused model of advising relationships in graduate training. This article lays the foundation for the authors’ model by reviewing the literature relevant to advising and mentoring. In the subsequent articles, the authors propose that it is critical to understand how within-group cultural variables affect the advising relationship. Articulating a framework for understanding the advising relationship as a multicultural endeavor may help educators prepare the next generations of professionals and facilitate increased empirical attention to this important, yet underexamined construct.
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2.
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3.
Burney, J.P., Celeste, B.L., Johnson, J.D., Klein, N.C., Nordal, K.C., & Portnoy, S.M. ( 2009). Mentoring professional psychologists: Programs for career development, advocacy, and diversity. Professional Psychology: Research and Practice, 40, 292-298.
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Clark, R.A., Harden, S.L., & Johnson, W.B. ( 2000). Mentor relationships in clinical psychology doctoral training: Results of a national survey. Teaching of Psychology , 27, 262-268.
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Dohm, F.A., & Cummings, W. ( 2002). Research mentoring and women in clinical psychology. Psychology of Women Quarterly, 26, 163-167.
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Dohm, F.A., & Cummings, W. ( 2003). Research mentoring and men in clinical psychology. Psychology of Men and Masculinity, 42, 149-153.
8.
Eby, L.T., & McManus, S.E. ( 2004). The protégé’s role in negative mentoring experiences. Journal of Vocational Behavior, 65, 255-275.
9.
Faghihi, F.Y. ( 1998). A study of factors related to dissertation progress among doctoral candidates: Focus on student research self-efficacy as a result of their research training and experiences. Dissertation Abstracts International Section A: Humanities & Social Sciences, 59(5-A), 1456.
10.
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11.
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Gelso, C.J. ( 1993). On the making of a scientist-practitioner: A theory of research training in professional psychology. Professional Psychology: Research and Practice, 24, 468-476.
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14.
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15.
Hollingsworth, M.A., & Fassinger, R.E. (2002). The role of faculty mentors in the research training of counseling psychology doctoral students. Journal of Counseling Psychology, 49, 324-330.
16.
Johnson, W.B. ( 2002). The intentional mentor: Strategies and guidelines for the practice of mentoring. Professional Psychology: Research and Practice, 33, 88-96.
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Johnson, W.B. ( 2003). A framework for conceptualizing competence to mentor . Ethics & Behavior, 13, 127-151.
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Johnson, W.B., & Huwe, J.M. ( 2003). Getting mentored in graduate school. Washington, DC: American Psychological Association .
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Johnson, W.B., Koch, C., Fallow, G.O., & Huwe, J.M. ( 2000). Prevalence of mentoring in clinical versus experimental doctoral programs: Survey findings, implications, and recommendations. Psychotherapy, 37, 325-334.
20.
Johnson, W.B., Rose, G., & Schlosser, L. ( 2007). Theoretical and methodological issues in student-faculty mentoring relationships. In T. Allen & L. Eby (Eds.), Blackwell handbook of mentoring: A multiple perspectives approach. London: Blackwell.
21.
Kenny, M.E., Blustein, D.L., Haase, R.F., Jackson, J., & Perry, J.C. ( 2006). Setting the stage: Career development and the student engagement process. Journal of Counseling Psychology, 53, 272-279.
22.
Knox, S., Schlosser, L.Z., Pruitt, N., & Hill, C.E. ( 2006). A qualitative study of the graduate advising relationship: The advisor perspective. The Counseling Psychologist, 34, 489-518.
23.
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24.
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26.
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27.
Peacock, S.Y. ( 1996). The timely completion of the dissertation among graduates of five Ph.D. programs at Saint Louis University: The relationships among psychological type, life experiences, support group participation, and perceptions of advisor/advisee relationships. Dissertation Abstracts International Section A: Humanities & Social Sciences, 56, 3474.
28.
Peluchette, J.V.E., & Jeanquart, S. ( 2000). Professionals’ use of different mentor sources at various career stages: Implications for career success. The Journal of Social Psychology, 140, 549-564.
29.
Rice, K.G., Choi, C.-C., Zhang, Y., Villegas, J., Ye, H.J., Anderson, D., et al. (2009). International student perspectives on graduate advising relationships. Journal of Counseling Psychology, 56, 376-391.
30.
Schlosser, L.Z., & Foley, P.F. ( 2008). Ethical issues in multicultural student-faculty mentoring relationships in higher education. Mentoring and Tutoring: Partnership in Learning, 16, 63-75.
31.
Schlosser, L.Z., & Gelso, C.J. ( 2001). Measuring the working alliance in advisor-advisee relationships in graduate school. Journal of Counseling Psychology, 48, 157-167.
32.
Schlosser, L.Z., & Gelso, C.J. ( 2005). The Advisory Working Alliance Inventory-Advisor version: Scale development and validation. Journal of Counseling Psychology , 52, 650-654.
33.
Schlosser, L.Z. & Kahn, J.H. ( 2007). Dyadic perspectives on advisor-advisee relationships in counseling psychology doctoral programs. Journal of Counseling Psychology, 54, 211-217.
34.
Schlosser, L.Z., Knox, S., Moskovitz, A.R., & Hill, C.E. ( 2003). A qualitative study of the graduate advising relationship: The advisee perspective. Journal of Counseling Psychology , 50, 178-188.
35.
Simon, S.A., & Eby, L.T. ( 2003). A typology of negative mentoring experiences: A multidimensional scaling study. Human Relations, 56, 1083-1106.
36.
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40.
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41.
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42.
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