Marion Magg-Schwarzbäcker analyzes the societal conditions that influence the relevance and dissemination of mentoring programs for women in Germany, particularly in higher education. In her empirical analysis, she primarily refers to written documents from a specific mentoring project. The analysis and interpretation of the data, inspired by the concept of sociological discourse analysis, reveal that under the current societal conditions, higher education is perceived as insufficient by mentees, mentors, and mentees alike. The author emphasizes that mentoring, as an anticipatory, intergenerational, experience-based, informal form of cooperation and learning, represents a contemporary enhancement of the educational landscape.