Although relational and multicultural feminist mentoring models have interrogated the role of relationships and power in graduate mentor-mentee relationships, less work has examined graduate student mentoring within psychology in the context of social justice and equity goals, and the processes by which ally and accomplice actions might emerge in doctoral mentoring and peer relationships, in particular. Using Collaborative Autoethnography (CAE), we examined the ways that doctoral mentors, mentees, and peers navigate power, privilege, and allyship in the academy, and how relationships and ally actions are connected. Our data was generated through individual autoethnographic writing and subsequent dialogue among the four authors. Qualitative analyses generated three action-oriented themes that illustrate a mutually constituted and interactive process by which we, as collaborators, strive for allyship within the confines of the academic status quo, and where resistance, authenticity, and identity-affirming relationships are integral to equity-based action and change.

尽管关系和多元文化的女权主义指导模型已经询问了关系和权力在研究生导师-学员关系中的作用，但很少有工作在社会正义和公平目标的背景下研究心理学中的研究生指导，以及盟友和共犯行动的过程尤其可能出现在博士指导和同伴关系中。使用协作自主民族志 (CAE)，我们研究了博士导师、学员和同龄人在学院中驾驭权力、特权和盟友的方式，以及关系和盟友行动是如何联系在一起的。我们的数据是通过个人自述民族志写作和随后四位作者之间的对话生成的。