540 The Professional Counselor | Volume 10, Issue 4 My advisor/mentor and I were having one of those heart-to-heart conversations. I actually started crying and said, “All my husband and I talk about is babies . . . every weekend. I’m ready; but education-wise, it just doesn’t seem like a possibility.” My advisor looked me straight in the eye and said, “If you want a baby, have a baby.” I shouldn’t have needed permission, but I wanted to know that I was going to be supported. Mentors helped doctoral student mothers create timelines that respected their family needs as well as their academic and professional goals. Morgan’s mentor said, “We’ll navigate your schedule in an appropriate way that works for the program and for your family.” She then built her plan based upon her schedule and personal journey. Effective mentoring paralleled hallmarks of counselor education in promoting wellness, advocacy, and empowerment. Seven of the 12 described how their mentors practiced good self-care and modeled positive well-being. Allison discussed how her mentor helped to put work–life balance in perspective: “She was a role model of balance. She would say, ‘You’re working too hard. You need to spend some time with your family.’ I have been able to come out of the program . . . [with] great work–life balance.” Mentors’ practice of self-care made it easier to emulate wellness practices and achieve greater work–life balance. Allison summed it up: “My mentor has this beautiful, wonderfully doting family. . . . Successful children, a supportive husband, and a career—that’s the type of woman I want to be.” Participants described how mentoring served as a protective factor in reducing attrition. Their rich mentoring experiences helped them succeed in the program and manage the challenges of conflicting roles. Their mentors’ encouragement and support became their lifeline through transitions such as marriage, pregnancy, divorce, and illness. Mentors were especially protective of participants facing cultural or institutional barriers, advocating during their pregnancies and beyond. Allison described how she felt protected from other faculty by her mentor throughout her pregnancy: “I was tired a lot during my pregnancy. If other faculty members got upset that I wasn’t able to fulfill a requirement, she went to bat for me . . . supporting me by saying, ‘Well, in all fairness, she is pregnant.’” Qualities of Peer Mentors Three-fourths of the participants were peer mentored, having sought out peers who were also mothers. Although only two of the participants were involved in a peer mentoring program, all 12 conveyed the value of having a more senior member of their program available for questions, advice, encouragement, and engagement in academic activities. Many shared how mentors offered supportive advice, as they were familiar with the journey ahead. Nicole said, “Peer mentoring is beneficial because you get to see someone who has recently been there, and having others from older cohorts can provide help and insight.” Participants gravitated toward other mothers who understood their plight and built mentorships based on the common ground of motherhood intersecting with student life. Peer mentors shared their journeys, insider information on coursework, and realistic timelines; they became fellow presenters and publishers, and provided encouragement along the way. Bethany shared that she often wrote with a peer mentor who understood when she said, “Let’s have a realistic mom timeline.” Natalie shared the reciprocal nature of peer mentoring: “She and I relied a lot on each other just for support and mentorship. She had her baby 6 months before I did and I am learning a lot about the work–life balance and stuff from her.” Peer mentorship was relational as well as academic. Several participants shared how peer mentoring helped reduce feelings of isolation, as their availability for meet-ups and socializing differed greatly from their peers who did not have children. Tonya explained how she was able to receive encouragement over