Abstract
This qualitative case study explored the professional and personal growth benefits for women faculty who engage in mentoring relationships at a historically black college or university (HBCU). Data were collected using one-on-one interviews with full- and part-time women faculty members who served as research participants. The participants provided data about their experiences with mentoring, including details such as the frequency of their meetings with mentoring partners, the preferred method of communication, and the areas of support resulting from the mentoring relationship. Findings indicated that mentoring relationships positively enhanced the experience for women faculty teaching in full-time or adjunct positions in higher education. Mentoring relationships provide support, guidance, and even retention of the mentee. The findings also suggested the importance of structured mentoring programs developed and supported by universities for women faculty.
Recommended Citation
Brown, Tonya M. and Boyd, Ruth
(2024)
"An Exploration of the Mentoring Experiences of Ethnically Diverse Women Faculty at an HBCU: A Qualitative Case Study,"
Journal of Research Initiatives: Vol. 8:
Iss.
3, Article 5.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol8/iss3/5
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