Date of Award

Summer 8-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership & Workforce Development

Program/Concentration

Higher Education

Committee Director

Mitchell R. Williams

Committee Director

Felecia Commodore

Committee Member

Kim E. Bullington

Abstract

Despite increases in the representation of women in academia, Black women remain significantly underrepresented, accounting for approximately 4% of full-time faculty in postsecondary institutions. This lack of representation contributes to intersecting challenges, including experiences with racism, sexism, and limited access to mentorships in higher education. Previous studies have established that mentoring aids in the success and retention of faculty, but there is limited research examining how Black women faculty experience mentoring within public Historically Black Colleges and Universities (HBCUs). The purpose of this qualitative phenomenological study was to explore the lived mentoring experiences of Black women faculty employed at public HBCUs in the United States.

Guided by Black feminist thought (BFT), this study centered on the lived experiences of Black women. Black feminist theory examines systemic practices and policies central to Black women's challenges. Data for this study were collected through in-depth, semi-structured interviews with Black women faculty members at public HBCUs and analyzed using a phenomenological approach to identify shared meanings and themes.

Findings from the study uncovered four major themes and one subtheme that describe the faculty and mentoring experiences of participants: (1) sense of belonging; (2) identity and marginalized-based experiences; (3) relational and institutional support; (a) navigating workload; and (4) connection to students. Participants made meaning of their experiences at HBCUs as spaces of belonging and connection. Additionally, the participants described their mentoring relationships as invaluable to their success in academia, though at times challenging due to systemic inequities.

This study contributes to the existing literature on faculty experiences in higher education by underscoring the unique experiences of Black women faculty in public HBCU contexts, including mentoring. The findings will inform institutional leaders and faculty members seeking to create mentoring programs and support that improve the recruitment and retention of Black women faculty.

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DOI

10.25777/ht86-9656

ISBN

9798193214137

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