Source: International Journal of Qualitative Studies in Education, Volume 28, Issue 7, 2015, Pages 759-785
This paper is purposed with operationalizing the concept of mentoring as a nuanced approach and attempt to promote the upward trajectories of African-American women in predominantly White institutions (PWIs).
The authors struggled as African-American women to balance and decipher the various facets inherent in their respective roles – professor and doctoral student in a PWI – hence a mentor/mentee relationship emerged. This qualitative study explored the effectiveness of traditional and non-traditional mentoring functions for an African-American woman doctoral student aspiring for the professoriate, and the professional advancement of an African-American woman professor, who matriculate in the same PWI.
Findings from their experience narratives indicate that both mentoring functions were helpful to our achievement. The authors proffer practical implications learned regarding mentoring strategies to aid other women and minorities’ succession at PWIs.