538 The Professional Counselor | Volume 10, Issue 4 100% of the weekends are dedicated to the children. Want them to say . . . ‘Mom was present.’ That’s hard when the career path and academics are so consuming. Lisa felt inadequate in both roles at times: “I’m working so hard. . . . and I am not a good enough mom and I’m not a good enough student. . . . not doing a great job at anything.” Several participants reported that their mentors helped them establish healthy boundaries and taught them how to prioritize commitments. Tonya shared, “Today is going to be about work . . . or today is going to be about school. I appreciated having faculty members who had young families, knowing that someone understood that.” When the demands of work became unhealthy, Bethany revealed it was her mentor who said, “You’ve got to reshuffle. You are drowning, and you are miserable. You have to let some of this school stuff go.” On prioritizing, Natalie shared, “When I went into this program, I said that I am not going to miss anything in my personal life, even if it takes 4 or 5 years.” Doctoral student mothers commonly identified as non-traditional students. Not only was this gender-influenced, it was also the result of added caregiving responsibilities that prevented them from engaging in opportunities afforded to traditional students. They often felt isolated from their peers or labeled as less committed, which resulted in differential treatment and exclusions. Lisa explained: I always felt like some kind of outlier . . . like all the other cohorts are like these tight little units. I’m always slipping in and then dropping back out. Would see them on Facebook all hanging out and going out for drinks . . . or they would be publishing or going to conferences. I was working and taking care of children. On being non-traditional, Morgan, a mother of two, working 25–27 hours per week, shared, “No one in my cohort had children and none had outside jobs.” Several participants noted how their male counterparts were able to go full-time without having to deal with family-related interruptions, be questioned for having babies, experience guilt when traveling, or juggle as many commitments. Kayla, reflecting on experiencing negative remarks about her clingy child when she had to travel for work, noted, “They had wives that stayed at home, so their experience has been completely different.” On comparing her needs to those of traditional students, Lisa shared, “Mentoring for students who don’t have kids, it’s . . . talking about publishing together or presenting together. For me, it really is how are you helping me navigate this program.” Theme II: Identities and Qualities of Effective Mentors For all participants, mentoring was more than academic advising. Often, it was the mentor’s combined qualities of temperament, leadership, scholarship, and friendship that helped these doctoral student mothers navigate their programs effectively. Participants described the criteria for selecting their mentors: specific personality traits, women who were also mothers, who shared research interests, and those who modeled career–life balance. The three African American women also considered race an essential factor in mentor selection. Tonya, the sole woman of color in her cohort, connected with other African American faculty outside her department and graduates who were mothers, while Dana experienced mentoring by most of the faculty at her HBCU. Allison based her mentorship selection on personality: “I needed someone who doesn’t have my exact personality but who can keep my ideas focused and keep me on track—tough, but supportive.” Some chose female mentors because they believed they would provide greater support and speak to the female experience in academia. Lisa’s mentor selection was through gender matching: “I