Paul Kei Matsuda
Mentoring as a Long-Term Relationship: Situated Learning in a Doctoral Program

Learning the Literacy Practices of Graduate School:
Insiders' Reflections on Academic Enculturation

In this chapter, we—the co-authors of this chapter—describe our mentoring relationship during the first two years of Steve’s doctoral studies. First, we contextualize the relationship by describing Paul’s approach to mentoring and the institutional arrangement. We then discuss our mentoring relationship, focusing on two of the key issues in mentoring, including the issue of overcoming the initial barrier in establishing a mentoring relationship, and the issue of identifying and negotiating tasks that facilitate the mentee’s professional development. We conclude this chapter by reflecting on the long-term nature of the mentoring relationship and by sharing some thoughts on how to make the relationship healthy and sustainable. We should also note that we relate our experience in several voices: We use a joint voice in the introduction and conclusion, but we switch to our individual voices when narrating our individual perspectives on the mentoring relationship.

Simpson, S., & Matsuda, P. K. (2008). Mentoring as a long-term relationship: Situated learning in a doctoral program. In C. P. Casanave & X. Li (Eds.), Learning the literacy practices of graduate school: Insiders' reflections on academic enculturation (pp. 90-104). Ann Arbor: University of Michigan Press.

Updated on April 28, 2013