Narratives on experiences of African‐American women in the academy: conceptualizing effective mentoring relationships of doctoral student and faculty

This qualitative study explored the effectiveness of traditional mentoring functions for an African‐American female doctoral student aspiring for the professoriate, and the professional advancement of an African‐American female professor who matriculate in separate predominantly White institutions (PWIs). Findings from their experience narratives indicate that while traditional mentoring components were helpful, additional dimensions were needed to help them survive and achieve at their PWIs. They offer strategies to aid other women and minorities at PWIs to succeed. Specific strategies are also offered to university administrators who desire to recruit, retain, graduate, and promote African‐American females in the academy.