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Doctoral programs in the humanities and humanistic social sciences contend with relatively lower graduation rates and longer duration to degree. While reforming graduate education can include changes to financial aid awards and program requirements, enhancements in the area of advising can also improve student educational experiences and outcomes within existing institutional structures. The frequency of advisor-advisee communications during the dissertation process, as well as the advisor’s attitude toward dissertation completion, influences program duration. Moreover, gender homophily, or same-gender mentorship, is associated with higher graduation probabilities for women doctoral students.