Black Women in Academia: A Qualitative Exploitation of Same Race, Same Gender Relationships
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Authors
Jarman, Lamekia
Issue Date
2025-12
Type
Dissertation
Language
en
Keywords
Educational Leadership & Learning Lifelong , Black women in academia , mentoring relationships , Social Cognitive Career Theory
Alternative Title
Abstract
This qualitative, single-case, intrinsic case study examined identity-congruent mentorship between Black women mentors and mentees in higher education, focusing on how these relationships supported professional development, career advancement, and institutional equity. Black women remain underrepresented in faculty and leadership roles and often face systemic barriers such as limited mentorship access, exclusion from networks, and cultural taxation. Although mentorship is recognized as vital to persistence and leadership, little research explores how identity alignment within mentoring influenced outcomes for Black women. Semi-structured interviews with 28 participants (14 black female mentors and 14 black female mentees) across multiple universities were analyzed thematically within a single-case design. Findings showed that identity-congruent mentorship fostered trust, affirmation, and mutual understanding, strengthening mentees’ confidence resilience, and ability to navigate academic systems. These mentorship relationships also provided advocacy and visibility within institutions that had historically marginalized their voices. For mentors, engagement reinforced purpose, leadership identity, and opportunities to advance institutional change through sponsorship, modeling, and legacy building. The implications extend beyond individual growth to institutional responsibility. Colleges and universities need structures that encourage identity-congruent pairings, recognize mentorship as professional labor, and offer culturally responsive training and resources. Institutions investing in such frameworks are more likely to retain Black women, expand leadership pipelines, and cultivate inclusive cultures. Overall, the study demonstrates that identity-congruent mentorship functioned as a transformative mechanism for individual advancement and systemic equity, underscoring the shared responsibility of institutions, mentors, and mentees to sustain the success and long-term advancement of Black women in academia.