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This research focused on one mentor and her advisee and how they characterized the mentoring process and their roles in it. The mentor, a seasoned veteran, was independent, self‐motivated, and passionate about her work. The doctoral student, on the other hand, sought the expertise of a more knowledgeable person to help her deal with, and reduce, her stress. Clearly, both individuals saw reciprocity in their relationship. The faculty mentor perceived the doctoral student as someone who could lend another set of eyes to her work; the student viewed herself in the role of expanding the mentor's research interests. The faculty member saw mentoring as a concrete, sequential process, ultimately leading to independence as a scholar. The doctoral student expressed a combination of anxiety and eventual comfort, viewing the range of research experiences as an opportunity to explore options.
Bean et al. (Mon,) studied this question.