Seeking to understand the influence of gender on advisement relationships, 22 women doctoral recipients in education were interviewed using retrospective, in-depth, semi-structured interviews (audiotaped and transcribed verbatim), with the constant comparative method. Purposeful sampling adjustments and inclusion of relationships with all members of the subjects' committees produced a final sample of 52 male advisors and 15 female advisors for the 22 doctoral recipients. Analysis was done for patterns and themes which gave a comprehensive description of the subjects' advisement relationships. Findings indicated that: (1) mentoring relationships wer rare: 8 of the 52 male advisors and 2 of the 15 female advisors were considered mentors; and (2) women who had mentoring advisement relationships felt professionally affirmed and were more productive after graduation. Descriptions of advisory behavior fit the three categories of traditional gender role socialization: masculine, feminine, androgynous. Those advisors who were androgynous in behavior were able to balance task and interpersonal approaches to the advisee's work for an effective mentoring relationship. Implications suggest that androgynous type advisors are gender sensitive, that such advisors can effectively transcend the restrictions of traditional gender socialization, and that advisees could be taught to identify these gender based traits in order to more effectively select the best advisor for themselves. Includes 11 references. (JB)