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This paper reviews and reconciles findings from prior mentoring research, explains definitional and conceptual tensions in distinguishing friendship from related constructs, and summarizes empirical and theoretical advances. It also identifies limits of existing studies, including retrospective constraints, and proposes directions for further scholarly inquiry to strengthen mentoring relationships.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/examining-the-role-of-friendship-in-mentoring-relationships-between-graduate-students-and-faculty-advisors/598839/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/examining-the-role-of-friendship-in-mentoring-relationships-between-graduate-students-and-faculty-advisors/598839.png","ImageObject",300,407,{"name":42,"@type":43},"jay","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What uncertainty does the paper identify about friendship in academic mentoring?","Question",{"text":62,"@type":63},"The paper notes ambiguity about whether friendship is even possible within the graduate student–faculty advisor mentoring context and where it fits among mentoring functions.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the paper position Kram’s (1988) mentoring framework?",{"text":67,"@type":63},"It uses Kram’s framework as the most common conceptualization, describing nine functions grouped into career and psychosocial functions, and discusses how friendship relates to this structure.",{"name":69,"@type":60,"acceptedAnswer":70},"Why does the paper argue that the timing of friendship development is unclear?",{"text":71,"@type":63},"Because many existing findings are retrospective, studies cannot determine precisely when during the mentoring relationship friendship emerged.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598839,1792712652,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Examining the Role of Friendship in Mentoring Relationships between Graduate Students and Faculty Advisors  \nJacqueline L. Beres, Brock University Jess C. Dixon, University of Windsor  \nAlthough previous studies have offered empirical and anecdotal support for academic mentoring, there are still considerable gaps in understanding the specific actions or components that are present in these relationships. Research has shown that academic faculty mentors provide all of Kram’s (1988) mentoring functions to their graduate student protégés. Despite numerous claims to the presence of “friendship” in graduate student-faculty advisor mentoring relationships, others question if friendship is even possible within this context. Thus, there is ambiguity about the role of this particular function in academic mentoring. In our attempt to reconcile results from a previous study on graduate student-faculty advisor mentoring and better understand the potential role and temporal development of friendship within this domain, we sought clarification in the existing literature. To our surprise, the literature lacks consensus on the topic and requires additional scholarly attention. Consequently, the purpose of this paper is to share insights from our previous study examining mentoring in academia, summarize empirical findings and conceptual advancements on the topic of friendship in graduate student-faculty advisor mentoring relationships, and propose directions for further inquiry in this area, in the hope of strengthening academic mentoring relationships.  \nIntroduction  \nIt’s nice to have such  \nturn to, somebody I  \na great friend. Somebody I can respect and I trust, and I know  \nwill always be there for me.  \n- Graduate student protégé  \nHaving doctoral students has enriched my personal life; you know, I’m friends with many of them.  \n-Faculty mentor  \nMentoring relationships typically exist between experienced individuals (mentors) and their less experienced counterparts (protégés) . Through their interactions, mentors provide protégés with  \ndisciplinary and career guidance, and also assist with personal development. Within academia, graduate students and faculty members in mentoring relationships often experience positive outcomes. For example, in their longitudinal study, Paglis, Green, and Bauer (2006) determined that faculty advisors had a positive impact on their students’ research productivity and research self-efficacy. Others have found that protégés report greater publications and higher levels of satisfaction when compared with their non-mentored peers (Cronan-Hillix, Gensheimer, Cronan-Hillix, & Davidson, 1986). Similarly, faculty advisors who serve as mentors to their students are viewed as capable of fostering talent and may develop  \nincreased publication records because of their collaborative work with students (Kanter, 1977) . Given the many benefits of these relationships, mentoring in higher education is an important topic worthy of investigation.  \nDespite empirical evidence and anecdotal support for mentoring (e.g., Allen, Eby, Poteet, Lentz, & Lima, 2004; De Four-Babb, Pegg, & Beck, 2015; Eby, Allen, Evans, Ng, & DuBois, 2008), there are still considerable gaps in understanding the specific actions or components that are present in various mentoring relationships. The most frequently used conceptualization of mentoring functions is Kram’s (1988) framework, which is comprised of nine functions divided into two primary groupings: career functions and psychosocial functions. Research has shown that, collectively, academic faculty advisors provided all ofKram’s (1988) mentoring functions to their graduate student protégés (e.g., Beres & Dixon, 2014; Clark, Harden, & Johnson, 2000) . Despite numerous claims to the presence of “friendship” in these graduate student-faculty advisor mentoring relationships (Gardiner, 1998, 2008; Young, Alvermann, Kaste, Henderson, & Many, 2004), others question if friendship is even possible wi","cbCaieCR0RDYCQlp","https://ap.wps.com/l/cbCaieCR0RDYCQlp","pdf",220269,14,"English","# Introduction\n## Mentoring in academia and outcomes\n## Kram’s mentoring functions and the role of friendship\n## Literature gaps and purpose of the article","[{\"question\":\"What uncertainty does the paper identify about friendship in academic mentoring?\",\"answer\":\"The paper notes ambiguity about whether friendship is even possible within the graduate student–faculty advisor mentoring context and where it fits among mentoring functions.\"},{\"question\":\"How does the paper position Kram’s (1988) mentoring framework?\",\"answer\":\"It uses Kram’s framework as the most common conceptualization, describing nine functions grouped into career and psychosocial functions, and discusses how friendship relates to this structure.\"},{\"question\":\"Why does the paper argue that the timing of friendship development is unclear?\",\"answer\":\"Because many existing findings are retrospective, studies cannot determine precisely when during the mentoring relationship friendship emerged.\"}]","Examining the Role of Friendship in Mentoring Relationships between Graduate Students and Faculty Advisors | PDF",1792087693,35]