Mentoring for Reparative Justice: Addressing the Marginalization of Black Female Students at Predominantly White Institutions

• In Event: Women of Color Leading: Decolonizing Resistance and Radical Care

Abstract

Black women, as a minority group in American society, have been documented to endure marginalization on multiple fronts, including racism and sexism enforced by White men, Black men, and White women. Social institutions like higher education have also played a significant role in maintaining the status quo of intersectional oppression facing Black women. This study explores how undergraduate Black female students navigate mentorship relationships at a PWI in the Midwest, examining the role of culturally responsive support as a vital means of fostering academic and social success for Black women. Using a qualitative approach, this research includes semi-structured interviews to understand experiences, challenges, and the impact of mentorship on the academic journey. As a means of reparative social justice, the study is grounded in Critical Race Theory, Intersectionality, and Black Feminist Thought to suggest the best representative modelling structure to remedy inequities affecting Black women at PWIs.

Author

• Onyebuchi Stephanie Ewa, Southern Illinois University Edwardsville