Searching for Culturally Congruent Mentoring: Exploring Sista Circle Methodology as Mentoring for Black Women Teachers

• In Event: Methodologies of Resistance, Research of Care: Research as Healing Practice for/by Women of Color

Abstract

Purpose
The purpose of this paper is to explore a conceptually new culturally relevant, gender-specific methodology I termed sista circle methodology (SCM) as an alternative source of mentoring for six Black female elementary teachers in a Southeastern state. SCM provided me, a Black woman researcher, teacher educator and former elementary teacher, the ability to mentor a group of Black women who grappled with issues of race and gender that were distinct to their role as Black women educators and in return be mentored. This paper describes research methodology as mentoring and spiritual/healing practices that honor Black women ways of being and doing (Dillard, 2006).

Theoretical Framework
The study employed a Black/endarkened feminist epistemological perspective (Collins, 2009; Dillard, 2006). The distinguishing features of sista circle methodology centers on Black feminists “belief in connectedness and the use of dialogue as one of its criteria for methodological adequacy” (Collins, 2009, p.279). Drawing upon Black/endarkened feminism, SCM reflects the social and cultural history of Black women and situates research as a spiritual endeavor (Dillard & Okpalaoka, 2011).

Methods/Data Sources
Sista circle methodology regards Black women’s experiences and wealth of knowledge as the power we use to empower one another. Black women participating in sista circles empower one another through the sharing of their wisdom. Sista circles (the primary data collection method of sista circle methodology) were conducted to gather the participants’ narratives. Other data sources included interviews and journal entries.

Results
The study results revealed the benefits that participation in sista circles provided the Black women teachers who lacked cultural congruent mentoring (that considers the unique challenges they face and honor their culture) at their schools. The participants’ responses to sista circle methodology further demonstrated how research studies can be designed to mentor participants from marginalized groups.

Significance
This study is significant because there is little literature [both mentoring and qualitative research literature] that describes mentoring as research methodology (Okpalaoka, 2014). The study offers important implications regarding the urgency of the development of more culturally relevant methodologies for both studying and supporting people of color.

Author

• Latoya Johnson, University of North Georgia