HONORABLE MENTION: "If the Shoe Fits: An Account of Women and Mentoring in Science"
Jessica Mahood, University of Wisconsin - Madison, protégé

During my second year of graduate school, I had to propose, write, and defend my research project to my thesis committee. Prior to the committee presentation, I gave a practice talk to the members of my lab. Everyone listened carefully as I explained each slide, pointing out important data in my series of figures and charts. Finally, I asked the lab members for questions. A middle-aged male scientist raised his hand. I responded, expecting a gentle criticism or curious query. "Did you know that your shoes match your skirt almost exactly?" he said. I stared at him. Suddenly, no one was thinking about my presentation on mutations in the electron transport chain of hospital-acquired gram-positive bacteria. Rather, they were staring at my footwear.

You might think for a moment that I would be flattered by such a fashion compliment. But, I am not my shoes. In fact, I am not any part of my outfit, my hair style, or my makeup. In particular, when I am doing, teaching, and presenting scientific research, I would like to think that I am simply a brain wrapped in curiosity and ambition, with the physical shell just a place to keep it warm and above water.

The MentorNet program provided an efficient and ‘safe’ way for me to talk about very difficult issues with another woman scientist without having to worry about my privacy, or that I was infringing upon another colleague’s time or energy. ~ Jessica Mahood

Yet, the reality of that scientist's comments would indicate otherwise, and the reality of research into gender roles in science is also contrary to what I would like to believe. Indeed, studies show that a female professor typically receives far more teaching evaluations with comments on physical appearance than a male instructor. Female professors also face other unique challenges. Women - particularly young women such as myself--must decide how to balance family obligations with that of career. I have often asked myself, can I have children? If so, will I forfeit tenure? Will I be able to travel and make the connections and contacts necessary for success? Will I have time for publications? These questions may seem rather intense for a third-year graduate student to ponder. Yet, the future happens, and happens quickly. Moreover, there is no manual that indicates how to handle these types of decisions; no flow chart with a series of steps to follow to find success in both personal and professional life. So where does one turn for advice?

When I met Michelle through the MentorNet program, she provided both a patient and experienced ear for these sorts of questions and issues. She has achieved prestige in her field, with many choices along the way. And while she may have completed her graduate education in a different decade, many of the decisions that she faced are still relevant, particularly those concerning women. Society "en masse" is supposedly drifting away from the stereotypes against professional women, particularly in the hard sciences. Nevertheless, if I find myself having to address questions about my choice of shoes during a professional talk, then there are obviously still some challenges with which women must contend.

Recently, there was a workshop at my campus to address the issue as to why so few women actually become the Principal Investigators of laboratories; why so many women enter science, but "settle" for less rigorous careers in their field. I truly feel that a large part of the problem is that women do not have a network of support, nor do they have more experienced female colleagues with whom they feel comfortable talking about their concerns. The MentorNet program provided an efficient and "safe" way for me to talk about very difficult issues with another woman scientist without having to worry about my privacy, or that I was infringing upon another colleague's time or energy. This became particularly relevant during the past year as I faced a number of complex personal issues. Michelle was infallibly patient and very supportive. She was as much of a resource as I needed, when I needed her. She took the time to communicate by email or phone, even when the "official" duration of our mentoring relationship ended. But more importantly, she led by example, as well as word.

The simple truth of the matter is that a single obtuse comment during a seminar is one of the least of my worries in graduate school. In fact, Michelle is well aware of several situations that I have faced during this past year that were exhausting at best. However, while I am now comfortable discussing my life with Michelle, the details of our talks must remain between us, as such is the nature of the mentoring relationship fostered by the MentorNet program. Yet, I can say that I believe if more women had the support of another female scientist, such as Michelle, they might be more likely - and certainly better equipped - to pursue more challenging roles in scientific research. Or, at least, they would have a fitting reply when their male colleagues ask them about their shoes.

Supporting Comments from Mentor:
We are all aware of the old saying that you cannot learn from someone else's mistakes or someone else's experiences. We also all know that this old saying is both true and false. Each set of circumstances is unique, each person is unique, and each challenge faced by a given individual differs from those ever faced by another individual. How, then, can one by an effective mentor?

Serving as a mentor for Jessica was often a challenge and always a reward. We were lucky in that we "hit it off" right away through some very detailed, and very open, exchanges early in our official mentoring period. Thus, almost from the start, I could relate her concerns to things that I had gone through during my life, be they academic or personal or the interplay between the two. The challenges that I faced were two fold. First, some of the issues about which Jessica asked for advice were ones that dredged up old and uncomfortable memories. I could, of course, have responded to her in a theoretical, cerebral way, without cautioning her about the potential for pain in various choices that she might make. In doing so, however, I would not be serving as a mentor; I would be a human textbook, parroting back to her what her logic was already telling her. Speaking from personal experience was then critical, but how to do so in a way that informed and counseled but did not dictate? At times, I would read my response to her before I would send it off and shake my head in despair - how can this be misinterpreted? Will she take my words in the spirit in which they were meant or will she somehow be offended by a poor choice of phrasing? We discussed the full spectrum of issues that she faced as a young woman in today's society, as a young scholar in a rapidly changing scientific world, and as a young female scholar in a world that is changing, but not rapidly, with respect to its reaction to professional women.

Many of us have had mentors at various stages in our professional development. Perhaps it is more accurate for us to say that we have had "advisors" at various stages in our professional development, with some of those giving advice also serving in the broader capacity of mentor. To me the distinction is one of time and connectivity - even if months or years have gone by without contact, a mentor is someone to whom one can turn after formal contact is long gone. If we are lucky, Jessica and I will have such a relationship. We have already started down that path. Our MentorNet relationship ended a year ago, but, if too much time passes without my having heard from her, Jessica will get a "Hey, what's going on?" message from me ... and we pick up where we left off.