Empirical Evidence and Lived Experience: Exploring Black Women’s Peer Mentoring Relationships

• In Event: Self as Instrument: Leveraging Qualitative Research to Develop Scholarly Voice in Minoritized Emerging Scholars

Abstract

As a Black woman and first-generation college graduate, my journey through higher education has been a series of trials and errors. Being the first in my family to pursue advanced education, I have relied heavily on the guidance and support from various mentors and peers. This personal experience positions me uniquely within my research, allowing me to connect deeply with the participants and contribute to an in-depth analysis of the data.

My qualitative research project centered on the mentor-mentee dynamic, particularly focusing on how Black women’s peer relationships empower their post-graduate pursuits and the strategies they utilize to confront systemic obstacles. This study is rooted in the understanding that mentorship, especially among people of color, fosters a sense of belonging and empowerment, enabling mentees to navigate social and professional landscapes with confidence and authenticity. Research has shown that Black women in higher education view mentorship as vital for their success (Butner et al., 2000). Socialization, mentoring, and advising can create pathways for Black women graduate students (Mathews, 2020), and guidance and knowledge of organizational culture play significant roles in shaping academic outcomes.

As I engaged more deeply with my research, I began to understand the importance of bringing my authentic self into my scholarly work. The narratives and experiences of my participants resonated with my own, and I realized that my personal journey could provide valuable insights and add a unique perspective to academic discourse. I have become more confident in articulating my perspectives, knowing that they are grounded in both empirical evidence and lived experience.

Author

• Tatianna R. Duperier, Florida State University