This paper reviews the higher education literature concerning mentoring, examines the stages involved in the mentoring process, and presents an anecdotal account of a mentor/protege relationship. The literature review examines gender and race in mentoring. It reveals that mentoring is very important for females and minorities because of the obstacles they often face in career advancement, yet mentor pools are largely composed of white males. Cross-gender mentoring roles also bring difficulties, particularly involving female proteges who are reluctant to engage in any late work sessions or socializing with their mentor for fear of negative outside reactions or gossip. Four basic stages of a mentoring relationship are discussed: (1) initiation; (2) cultivation; (3) separation; and (4) redefinition. The stages define the progression of the relationship beginning with the protege's need for help and support from a mentor who is admired and respected, to the protege becoming independent and shifting the relationship to one of collegiality and friendship, or anger and permanent separation. Finally, an anecdotal record describes the various experiences and phases of a mentor/protege relationship between a new academic dean and a consultant, written from the perspectives of both persons involved. Contains 26 references. (GLR)