Race Still Matters: Considerations for Mentoring Black Women in Academe

Abstract

Abstract We investigated the experiences of Black women faculty employed by predominantly White institutions. Using extant literature interwoven with narrative data, we provided an analysis of how some Black women experience mentoring and/or the mentor-mentee relationship. Emergent themes suggested two significant career trajectory points for the faculty women in the study; they are mentoring experiences as graduate students, and mentoring experiences as tenure-track faculty. Black women who had and had not participated in a mentoring relationship either during graduate school and/or when they became a tenure-track faculty member were included. We used the women's experiences, suggestions taken from extant literature, as well as strategies we used in our academic careers to present recommendations that assist other aspiring tenure-track faculty as they navigate the promotion and tenure process. Introduction The topic of mentoring has received considerable attention in the literature over the last two decades, to the degree that few people would refute the significant role it plays in the career success of new professionals in higher education (Boyle & Boice, 1998; Holmes & Terrell, 2004; Johnston & McCormack, 1997; Menges & Associates, 1999). In fact, some scholars contend that tenure-track faculty and aspiring administrators who participate in formal and/or informal mentoring relationships are more likely to persist and succeed in higher education than those who do not (Boyle & Boice, 1998; Durnovo, 1990; Johnsrud & Wunsch, 1991; Kerr, Schulze, & Woodward, 1995). Their contention is largely based on the benefits ascribed to the mentor-protege (i.e., mentee) relationship. From the perspective of the mentee, benefits include having support during the transition from college to work; having an institutional role model; gaining a deeper understanding of role expectations; being privy to insider information such as grant funding, research, and writing opportunities; receiving entry into networking circles; as well as simply having someone to assist with career decisions. For many new professionals, these benefits far outweigh any time commitment that may be perceived as the downside of participating in a mentoring relationship (Menges & Associates, 1999; Larke, Patitu, Webb-Johnson, & Young-Hawkins, 1999). For tenure-track faculty in a university setting, formal and informal mentoring relationships often begin when the person (i.e., mentee) is a graduate student, then continues after graduation. Other times the relationship is established at the start of or during the tenure-track experience. However, there are some tenure-track faculty members who never participate in a formal or informal mentoring relationship, even though the benefits of being mentored are widely known. These points of career trajectory (i.e., graduate school and tenure-track) in the life of tenure-track faculty form the basis of this discussion. Specifically, we frame the discussion by using extant literature interwoven with narrative data collected from Black women who share their experiences as graduate students and tenure-track faculty to provide an analysis of how some Black women experience mentoring and the mentor-mentee relationship (or the lack thereof) in higher education. We then use the women's experiences, suggestions taken from literature, as well as strategies we have used in our own career path to put forth recommendations that may assist other tenure-track faculty women. Brown (1997) argued that in order to fully understand the demography of a situation, and certainly before ways to move forward are advanced, a review of the present status of the situation or problem is necessary to contextualize what follows in terms of discussion and recommendations. Thus, we begin by providing a brief overview of Black women in higher education, using historical and comparative data where appropriate, to illustrate their representation in relation to other groups (e. …

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