The proportion of women serving as head coaches of women’s intercollegiate teams has substantially decreased since the passage of Title IX, from 90% in 1972 to 45.6% in 2000 (Acosta & Carpenter, 2000). In examining this trend, researchers have examined the relationship between main effects of gender and the career outcomes of women in the coaching profession. However, recent diversity research has begun to advocate moving beyond demographic main effects and toward a relational demography paradigm (i.e., “the comparative demographic characteristics of members of dyads or work groups who are in a position to engage in regular interactions” [Tsui & O’Reilly, 1989, p. 403]). Following this call, we examined the dyadic relationship between the head coach and assistant coach of women’s intercollegiate teams. Competing hypotheses were formed based on the available literature in mentoring (e.g., Ragins, 1997) and the similarity attraction paradigm (e.g., Byrne, 1971). Specifically, the mentoring literature would suggest that assistant coaches with White and/or male head coaches would have higher career advancement aspirations and lower occupational turnover intentions because, in the current context, these head coaches wield considerable more power than their counterparts. Conversely, the similarity-attraction paradigm suggests that, because of demographic differences, assistant coaches in diverse dyads should have lower affective reactions, thereby decreasing career advancement aspirations and increasing turnover intentions. To test these hypotheses, data were collected from 90 coaching dyads of women’s teams. All assistant coaches in the sample were women. Hierarchical regression analyses were used to test the hypotheses, as control variables (age, assistant coach race, organizational tenure, and occupational tenure) were entered in the first step, followed by the diversity variables (gender diversity and race diversity). The diversity variables did not account for significant variance in occupational turnover intentions (<font face="Symbol">DR<sup>2=.012, <i>p=.589), but did in career advancement aspirations (<font face="Symbol">DR<sup>2=.122, <i>p < .01). Specifically, those female assistant coaches in mixed-race (<font face="Symbol">b=-.407, <i>p < .01) and in mixed-gender dyads (<font face="Symbol">b=-.277, <i>p < .01) had significantly higher career advancement opportunities than assistant coaches in homologous work dyads. Results support the hypothesis derived from the mentoring literature. Results are also consistent with Sosik and Godshalk’s (2000) findings, in that head coaches in majority groups may be perceived as possessing more power than their counterparts – power that can be used to accumulate more physical and political resources for career advancement opportunities. Additional implications for the female coach are discussed.Keyword(s): gender issues, multiculturalism/cultural diversity, research