Academic Services

The Importance of Peer and Mentor Relationships

by Mary E. McMahon, Ph.D.

In my years with the Graduate Division, I have heard many UCSB students refer to peer and mentor relationships as they talk about elements of success or frustration in their graduate program. These comments lead me to reflect upon the roles of others in my own doctoral experience -- my faculty advisor provided the structure and "push" to complete my academic program, while student colleagues provided the creative space and "pull" as I worked through my degree requirements.

UCSB student comments also led me to confirm the importance of these key relationships in research and published commentary about graduate education. All articles agree that the role of the faculty mentor is particularly instrumental in successful and timely degree completion. An atmosphere of mutual respect, frequent communication and the development of a degree "game plan" are just a few elements of a successful mentor relationship. An advisor serves as an initial sounding board to hear and comment on project or research ideas and informs students about funding opportunities (fellowship competitions, teaching or research positions). As the degree progresses and approaches completion, s/he refers students to key professional organizations and publications, suggests contact with others in the field, and provides career advice.

The association with faculty is especially important for traditionally underrepresented students where a sense of isolation and need for legitimation within the department may be more acute. (H.G. Adams, "Mentoring: An Essential Factor in the Doctoral Process for Minority Students", GEM, 1992) And the importance of one's choice of advisor to program satisfaction was recently affirmed in a national survey of doctoral students. (Chris M. Golde and Timothy M. Dore, At Cross Purposes: What the Experiences of Today's Doctoral Students Reveal about Doctoral Education, Wisconsin Center for Education Research, January 2001).

On the other hand, problems with advisors and the absence of someone "to encourage and give good ideas" were cited as obstacles in a study of grad students who completed all graduate degree requirements except the dissertation. [This problem area was second only to the need to withdraw for financial reasons.] The study recommendations highlighted the need for "the informal support system that faculty and peers provide." (Georgia Institute of Technology 1983 Jacks, et al., as cited in The Path to the Ph.D.: Measuring Graduate Attrition in the Sciences and Humanities, NRC, Washington, D.C., 1996)

A time-to-degree study conducted at UC Berkeley found that isolation and withdrawal, and lack of assistance from the department and faculty were contributing factors for those students whose degree times exceeded the average. (M. Nerad, "Graduate Education at the University of California and Factors Affecting Time-to-Degree," 1991) This appears to be particularly true for those in the humanities and social sciences, as also confirmed in the 1989 Bowen and Rudenstine study cited in The Path to the Ph.D.

But equally important is identification and communication among graduate students themselves. While department activities and social events, student governance or thematic campus groupings contribute to student interactions, informal networking and the establishment of academic support or focus groups may be even more helpful. Whether informal or formal, students can share concerns and strategies for tackling the sequential steps of successful degree completion (preparing for qualifying examinations, advancing to candidacy, dissertation writing, academic presentations, securing and preparing for job interviews).

The good news is that many UCSB graduate students indicate that they have these support networks intact. In the Doctoral Exit Survey , graduates are indicating their satisfaction with departmental advising, the climate for graduate study in the departments, and their relationships with dissertation chairs. Most students affirm that they would make the same choices had they to do their graduate program over again.

But for those students who feel isolated or lack a sense of community, we encourage you to seek out faculty who have the time and common research interests. Also, explore existing student groups at the UCSB Office of Student Life or pull together a student support group within your own and/or related departments. The Graduate Students Association meets monthly and periodic workshops sponsored by the Graduate Division might also provide a venue for meeting students with similar interests or concerns.