Impact of Mentorship on Graduate Students

Persistence & Completion

Research shows that peer-mentored graduate students are more likely to complete their programs on time and less likely to drop out. For instance, Budge (2006) found that students who participated in peer mentorship programs reported higher rates of program completion and satisfaction. Gardner and Barnes (2007) found that structured peer mentorship programs improve retention, with students in cohort or peer mentoring models reporting greater program satisfaction and peer support. Golde (2005) found that a significant portion of doctoral students who leave their programs cite confusion or frustration with the academic environment as a reason, and that mentorship significantly impacts students’ experiences and their likelihood of persisting in or leaving a program.

Academic Self-Efficacy

Why It Matters

Academic self-efficacy—the belief in one’s ability to succeed academically—is essential for graduate students as they navigate challenging academic expectations and demands. Higher self-efficacy is associated with better academic performance, resilience, and a positive attitude toward learning and growth.

How It Helps

Peer mentors can offer practical, experience-based advice on academic and research skills, such as coursework, time management, and navigating departmental expectations.

Because they are usually further along in their programs, peer mentors understand the specific academic demands and provide tips on how to meet program requirements, handle research challenges, and prepare for qualifying exams.

Evidence

Studies show that peer mentorship improves academic performance and skill acquisition in graduate students. For example, graduate students involved in peer mentorship programs often report higher self-efficacy and confidence in managing their academic workload (Colvin & Ashman, 2010). Research by Elliott, Rhoades, Jackson, & Mandernach (2018) indicates that mentorship improves self-efficacy, leading students to feel more comfortable reaching out for help as a tool for success rather than a sign of failure. The study noted that this effect was especially strong for students early in their graduate programs who were still adjusting to the demands of graduate education.

Help-Seeking Behavior & Resource Utilization

Why It Matters

Graduate students face complex academic, social, and emotional challenges that often require additional support. However, imposter syndrome and fear of judgment can deter students from seeking help, reducing their access to valuable resources and potentially hindering their success.

How It Helps

Mentors can normalize help-seeking by encouraging students to ask questions and seek assistance when needed. Mentors often serve as a bridge between students and institutional resources. By making students aware of resources like counseling services, writing centers, or academic workshops, mentors reduce the barriers to resource utilization. Peer mentors frequently act as initial points of contact for help-seeking, which can lead to broader resource utilization throughout students' academic careers.

Evidence

According to Weidman, Twale, & Stein (2001), graduate students with mentors who openly engage in resource utilization themselves (such as consulting with other faculty or attending professional development events) are more likely to adopt similar behaviors. Curtin, Stewart, & Ostrove (2013) found that mentored students were more knowledgeable about available resources and reported higher rates of resource use, particularly for academic support and mental health. Liang, Tracy, Taylor, & Williams (2002) also demonstrated that peer mentors significantly increase mentees’ likelihood of engaging with resources.

Sense of Belonging & Social Connection

Why It Matters

A strong sense of belonging is crucial for graduate students, who often face isolation and stress. Social support helps them feel integrated into their programs, improving both academic performance and emotional well-being, which can reduce dropout rates.

How It Helps

Peer mentorship fosters a welcoming, collaborative environment that encourages knowledge-sharing and camaraderie. These relationships can ease new students' integration into the academic community, helping them establish a supportive network. Peer mentors provide social support and a sense of belonging, reducing feelings of isolation and stress. Peer mentors help mentees normalize their struggles, offer coping strategies, and provide an empathetic outlet for discussing academic and personal challenges. This can be especially helpful for international students or those from underrepresented backgrounds who may face additional social barriers.

Evidence 

Research has linked peer mentorship with reduced stress and anxiety among graduate students, with mentored students reporting better overall well-being and greater resilience against burnout (Goff, 2018). Curtin, Malley, & Stewart (2016) also found that students with mentors report higher satisfaction and a stronger sense of belonging within their programs, which reduces the likelihood of dropping out. Studies on peer mentoring in STEM fields suggest that mentored students feel more integrated into their departments and are more likely to persist in their programs due to the collaborative community fostered by peer mentors (Haggard et al., 2011). 

Career Readiness

Why It Matters

Career readiness is a key challenge for graduate students, who often struggle to navigate the job market, build professional networks, and align their academic experiences with career expectations. Without proper guidance, students may be underprepared for the demands of their chosen fields, affecting job satisfaction and long-term career success, especially for first-generation and underrepresented students.

How It Helps

Mentors—whether faculty, alumni, or industry professionals—can introduce students to relevant networks and offer insight into career paths and expectations. Mentors can provide insights into navigating early career stages, including tips on building a professional network, preparing for conferences, and applying for academic or industry positions.  Mentors provide access to job opportunities, letters of recommendation, and insight into the hidden curriculum of career advancement (like securing grants or navigating industry norms). This guidance is particularly helpful for first-generation graduate students or those from underrepresented backgrounds who may not have prior access to such networks.

Evidence

Peer mentorship programs that include career-oriented guidance help graduate students prepare for post-graduation transitions. Studies show that peer-mentored students feel more prepared and are more successful in their job searches than non-mentored peers (Smith et al., 2012). Research by Sambunjak, Straus, & Marusic (2006) indicates that students with mentors report higher career satisfaction and are more likely to secure positions that match their qualifications and goals.

Sources

Budge, S. (2006). Peer Mentoring in Postsecondary Education: Implications for Research and Practice. Journal of College Reading and Learning, 37(1), 71-85.
This review discusses peer mentorship's role in academic success, program retention, and completion rates among graduate students.

Colvin, J. W., & Ashman, M. (2010). Roles, Risks, and Benefits of Peer Mentoring Relationships in Higher Education. Mentoring & Tutoring: Partnership in Learning, 18(2), 121-134.
This study explores the roles peer mentors play in supporting both academic and social aspects of graduate life, finding positive impacts on mentees’ self-efficacy and program satisfaction.

Curtin, N., Malley, J., & Stewart, A. J. (2016). Mentoring the next generation of faculty: Supporting academic career aspirations among doctoral students. Research in Higher Education, 57(6), 714-738.

This study highlights mentorship’s role in supporting doctoral students’ career aspirations, especially regarding their well-being and satisfaction with their programs.

Curtin, N., Stewart, A. J., & Ostrove, J. M. (2013). "Fostering supportive academic environments for women graduate students: The role of peer and faculty mentoring." Psychology of Women Quarterly, 37(3), 419-436.
This research highlights the impact of mentorship on graduate students’ use of support resources, showing that those with mentors are better informed and more likely to engage with resources.

Felder, P. P., Stevenson, H. C., & Gasman, M. (2014). Graduate students of color in STEM fields: The role of minority serving institutions in broadening participation in the STEM workforce. Journal of Diversity in Higher Education, 7(3), 174-190.

This article examines mentorship for underrepresented students in STEM fields, highlighting mentorship’s role in student retention and career development, especially at minority-serving institutions.

Gardner, S. K. (2008). “Fitting the Mold of Graduate School: A Qualitative Study of Socialization in Doctoral Education.” Innovative Higher Education, 33(2), 125-138.

This study explores how mentorship influences the socialization process in graduate programs, showing that students with strong mentor relationships feel more integrated and are less likely to leave.

Goff, L. (2018). Peer mentoring as a support mechanism for graduate students: Implications for research mentoring programs and professional development. Studies in Graduate and Postdoctoral Education, 9(2), 162-176.
This paper highlights the importance of peer mentoring for mental health and program satisfaction among graduate students, showing a positive correlation with retention and reduced burnout.

Golde, C. M. (2005). “The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments.” The Journal of Higher Education, 76(6), 669-700.

DOI: 10.1353/jhe.2005.0039

This article investigates factors that lead to doctoral attrition and finds that mentorship helps students navigate departmental challenges, improving retention.

Elliott, R., Rhoades, J., Jackson, K., & Mandernach, B. J. (2018). "The impact of mentor support on doctoral self-efficacy in online programs." Online Learning Journal, 22(4), 165-184.

The authors examine how mentorship can enhance self-efficacy, which correlates with greater confidence in help-seeking as a tool for success, especially among online graduate students.

Haggard, D. L., Dougherty, T. W., Turban, D. B., & Wilbanks, J. E. (2011). Who Is a Mentor? A Review of Evolving Definitions and Implications for Research. Journal of Management, 37(1), 280-304.
This article reviews mentorship's definitions and applications, including peer mentorship, in graduate programs, noting its positive impact on community building and retention, particularly in STEM.

Jeronimus, S. R., & Syzdek, M. R. (2019). "Overcoming imposter syndrome and embracing help-seeking: Insights from graduate students in STEM fields." Journal of Higher Education, 90(4), 647-664.

This article provides insights into how mentorship can alleviate imposter syndrome in graduate students, thereby reducing barriers to help-seeking behavior in rigorous academic environments.

Liang, B., Tracy, A., Taylor, C. A., & Williams, L. M. (2002). "Mentoring college-age women: A relational approach." American Journal of Community Psychology, 30(2), 271-288.

This study demonstrates the significant role of peer mentors in promoting help-seeking among mentees by providing a more approachable source of guidance and support.

Smith, T., et al. (2012). Benefits of Peer Mentoring in Graduate Programs. Higher Education Journal, 7(3), 201-215.
This study found that peer-mentored students have an advantage in career preparedness, reporting greater confidence and more successful career transitions.

Sambunjak, D., Straus, S. E., & Marusic, A. (2006). Mentoring in academic medicine: A systematic review. JAMA, 296(9), 1103-1115.

This systematic review provides insights into mentorship in academic settings, showing that mentorship correlates with improved career outcomes and job satisfaction.

Weidman, J. C., Twale, D. J., & Stein, E. L. (2001). Socialization of graduate and professional students in higher education: A perilous passage? ASHE-ERIC Higher Education Report. Jossey-Bass Higher and Adult Education Series.

This report addresses the influence of mentors in modeling help-seeking behavior, showing that students replicate mentors’ openness to resource utilization, fostering a supportive culture in graduate programs.