Given the critical value of graduate education to the nation’s economy and global standing, it is imperative for institutions of higher education to examine ways to improve the retention and advancement of doctoral students.  One of the most important factors in determining completion probabilities for doctoral students is a positive student-faculty advisor relationship.  The faculty advisor plays an important role in his or her student’s dissertation progress, socialization into the discipline, and in subsequent job placement.  Same-gender mentorship is commonly proposed for enhancing the success of women graduate students.  Yet, there are few empirical studies testing the impact of same-gender mentorship on women’s graduation probabilities.  I present research investigating the impact of same-gender mentorship on women’s likelihood of PhD completion across several fields, as well as trends in students’ perspectives and experiences related to faculty advising.