Mentoring, modeling, and money: The 3 Ms of producing academics

The program at Lehigh University has been very successful in producing a high percentage of students (42% of all graduates) who have entered academic careers as trainers of school psychologists. This article presents a conceptual model for the three variables that are considered as critical components of why students select an academic career-mentoring, modeling, and money. Results of a survey of the program alumni at Lehigh University are presented. Outcomes of the survey showed significant and substantial differences in the perceptions of the mentoring and modeling process by students who are in academic versus nonacademic careers. Implications for doctoral training programs interested in training students to enter academic careers are discussed.