“Based on observations that professional development issues caused some uncertainty for both students and supervisors in clinical and externship situations, the authors examined the process of mentoring professional development, including methods of evaluation.” 10 Clinical L. Rev. 581.

“The purpose of this essay on counseling is to explore a theoretical framework that could guide counseling in the faculty-student context involving short-term, problem-focused discussion, conducted by those who function as counselors but (usually) without psychotherapy training. I present here ideas from narrative therapy, and more specifically the “story model of counseling,” a concept in psychotherapy in which stories are a framework for communication. A story metaphor supports the counselor in ways that help prevent the critical error of inattentive listening, while also suggesting fruitful ways for the counselor to help. I suggest that a “story model” can similarly guide faculty in advising law students in ways that foster the student's professional development.” 60 J. Legal Educ. 675.

From Law and leadership : integrating leadership studies into the law school curriculum / edited by Paula Monopoli, Susan McCarty.

Analysis and comparison of five different approaches to mentorship in the legal profession. 20 No. 4 Prof. Law. 12

"Scholars have addressed the rigors of law school and suggest mentorship may help students better navigate their educational environments. However, literature largely addresses the role of faculty mentors, less often considering peer mentors in the law school context. This study explores first-year law students' motivation in forming peer mentoring relationships and the roles peer mentors play in students' lives." 38 Ohio N.U. L. Rev. 305.

"Mentorship often provides for an informal transmission of information and advice about careers and law school, as well as how to integrate professional lives with social and family commitments. Students at Yale Law School largely do not see their professors as their mentors. In part, this may relate to the fact that most men professors see their mentorship role as limited to supervising students on their papers and research. On both the student and professor front, the study shows gendered differences in how the mentorship relationship is formed and defined." 61-JUL Fed. Law. 80, 86.

"A third explanation that the role model theory offers is that Latino professors serve as mentors for Latino students. Latino law students seek someone to talk to who understands the issues they face as law students, lawyers and members of an ethnic minority. A Latino law professor is a good mentor for these students because such a professor has been a law student and understands the legal culture that students are living in." 5 Harv. Latino L. Rev. 51, 113.