The importance of a mentor relationship in academia, especially for minorities and women, is discussed. After briefly considering the nature of the mentor relationship, the structure and function of success in academia are assessed, and variations of the mentor relationship that may be viable for minority and women faculty are suggested. Two views expressed in the literature concerning the mentor-protege relationship are that institutional barriers have precluded the advancement of minority and women academics both at an institutional level and within their disciplinary field; and that the minority and women professionals do not advance in their work because of their internal psychological factors. The literature also suggests that the mentor-protege relationship functions best when both parties share common values, goals, and perceptions about the world. Some women and minorities who have reached top ranks are not available to be mentors because they see the relationship as paternalistic/matriarchal or as promoting dependency, or because they feel junior professionals should work hard and make it on their own. Attention is also directed to options for providing access to the mentor relationship and for the passage from protege to colleague status. (SW)