Mentoring Experience for Career Advancement: The perspectives of Black Women Academic Nurse Leaders

Research Ethics

The authors’ Institutional Review Board at Central Michigan University approved the study (approval # 2020–1657). Participants provided recorded informed consent before the interviews. Pseudonyms were assigned to each participant for confidentiality and used throughout the study, and no compensations were offered to study participants.

Transcription, Reading, and Becoming Familiar With the Data

The interview data were professionally transcribed. The authors’ familiarized with the data by listening to the audio recording while reading the transcripts for accurate transcription. Another careful reading of the transcripts with the theoretical lens and research question in mind followed this. During the rereading, the authors highlighted important phrases and statements related to the phenomenon under study.

Generating Initial Codes

Codes are words or phrases in the data that capture the essence of the research purpose or question (Braun & Clarke, 2013). This step was performed manually. The authors reviewed the entire transcript and identified data pertinent to answering the research question. The codes generated from the data reflected the participants’ experience more accurately. These codes were then organized into an excel spreadsheet for further analysis.

Searching for Themes and Subthemes

Once the coding of the entire data set was completed, the authors looked for patterns occurring in the data. In this step, the researchers performed pattern-based analysis to identify prominent features of the data significant to mentoring experiences and begin generating initial themes (Braun & Clarke, 2013). The goal was not to consider the frequency of the codes but to capture their relevance to answering the research question.

Developing and Reviewing Themes

In this step, the codes were reviewed, and similar codes were collated and recorded under specific themes or subthemes (Braun & Clarke, 2006). Reviews and revisions of the categories followed this to remove themes irrelevant to the research question. At this stage, coded data are moved in and out of different themes to create a better data-theme fit. Two major categories were identified; mentoring others and being mentored that best answered the research questions. The themes and subthemes are discussed in greater detail in the result section.

Defining and Naming Themes

This step involves ongoing analysis to refine the specifics of each theme. It involves generating definitions and naming the themes and subthemes and what is unique to each theme. Extracts from across the data were used to provide a vivid, compelling example that clearly illustrates the essence of the theme (Braun & Clarke, 2012). The final step is finalizing and presenting a report. In this final step, the themes were presented in a logical manner (Braun & Clarke, 2012). Including how the findings are integrated with critical race theory and relevant past scholarly literature.

Good Mentors Make Life-Long Friends

Many participants remember fondly the mentors instrumental to their career advancement and the lifelong relationships formed. The joy of such a lasting relationship was evident in their voices as they described their experiences. Many of these nurses have mentors from diverse ethnic backgrounds. However, sharing similar backgrounds, such as the military or race, transcended all other differences. Some participants described their good mentors as their “sounding boards.” Someone who will listen, support, and provide honest critical feedback from “a place of love and support.” These mentors and coaches were often a phone call away, making time to listen.

My first Black mentor became a very dear friend, always just a phone call away. I can call and say, “All right, how do I deal with this? Oh my God, you don’t know what happened today.” She was always there. [Nelly]

Mentors shared learning and job opportunities with the participants and encouraged them to take on higher-level responsibilities even when they did not think they were ready. For Tara, “being a mentor is not being a lord and master to someone of low status. It is about offering your support and expertise for the betterment of another without any strings attached.” “The mentoring relationship I treasure was built slowly and steadily over time,” said Erin.

Some participants reported that being mentored by another Black nurse is very different from being mentored by someone from a different racial background. They understand “your story, fears, your limitations.” There was a kinship that made them feel seen and heard. When you have an idea you are trying to articulate, it is easier when the person you share it with understands you without elaborate explanations. “Where I may be and have been invited by my Black mentor to family events or even lunching together, I did not experience the same with my assigned white mentors. It was strictly business.” [Ezie]

Some of these mentoring relationships differed from the typically experienced nurse (mentor) to the new nurse (mentee). Because many participants lacked access to faculty mentors and role models who looked like them in school and early in their careers, they served as role models and support for each other, with high expectations, sharing resources and essential information about career opportunities. Some formed friendship groups, returning to graduate school together and supporting each other through it. These experiences resulted in lifelong friendships. Although many participants discussed positive experiences with mentors from a similar background, some spoke about white nurse faculty and leaders who saw their potential and supported them in school and some of their roles.

Bad mentors and mentees are like bad marriages

Describing their experiences in academia, many of the nurses discussed poor mentoring experiences. These poor mentoring experiences were associated with formalized mentoring programs, where individuals are assigned mentors. Others were related to graduate school experiences with dissertation and thesis chairs and committee members’ failure to provide encouragement and meaningful directions. “A mentor provides constructive feedback, not malicious feedback,” said Maya. Some discussed mentors who took advantage of them without offering much mentoring. Others talked about dishonest mentors who tried imposing their will on them, not willing to listen to their points of view. Ryan described her bad mentoring experience as “just like a bad marriage, one-sided, exhausting, and unproductive.” Some felt those assigned as mentors lacked commitment to the relationship and were not accessible to their mentees. Others actively undermined their mentees by disclosing or using information shared in confidence. Sometimes the mentor may have ulterior motives other than the proclivity to help someone else develop and grow professionally, or the mentor may view the mentee as a competitor rather than an ally. Nia explained.

If someone who does not care for you is assigned to mentor you, they can make your work more challenging. They fail to listen to your point of view, and they undermine you. You cannot force a connection when there is none. It makes for a miserable mentoring experience.

To address the abovementioned issues, Holly suggested seeking mentoring and collaboration opportunities outside the immediate college, university, or discipline. “I think you have to be well-rounded and have multiple support systems to be successful, not just within your university but outside your university. I found great mentors and collaborators outside nursing, which have served me well.” Holly noted that having people from different disciplines who do not feel they will be competing for the same role with their mentees in the future may be more beneficial than depending on nurses alone.

Some participants felt the mentees should drive the mentoring relationship because they stand to gain the most from it. Tara explained, “Some mentees are not proactive or self-directed. They miss deadlines and come to meetings unprepared. Some expected to be fed the information.” Holly added that those seeking mentors should have some clear direction about what they want out of the relationship and be able to communicate it to their mentors in formal and informal mentoring. “Bad mentor/mentee relationships end in resentment and bad blood,” said Anna. Some felt exploited in the mentoring relationship. As Cece explained, “I found the grant, did most of the work, and because she was the senior faculty and director, she placed her name as the lead. I worked my tails off for 3 years, and she took credit.” Some were forced or expected to take sides in department conflicts, which affected their relationship with others in the department. Some participants in lower leadership positions view their direct supervisors as informal mentors. However, this sometimes led to unintended consequences preventing the mentee from flourishing, with the blurred lines between supervision and mentoring. Anna advised against being mentored by a direct supervisor, commenting that such arrangements “always felt like being summoned to the principal’s office or perpetual evaluation rather than mentoring.”

We Need Good Early Career Mentors

Early career mentoring is critical for career advancement. The participants who experienced early career mentoring reported that it helped them personally and professionally. “Good mentors early in my nursing career were like floats when you are drowning,” said Lou. “They are your biggest champions, and you don’t want to disappoint them. You work hard because someone has faith in you,” added Lori. Many of these participants, their mentors, and faculty from the same racial background often expected more from them. They believed in their abilities more than they sometimes believed in themselves. Ally recalled, “The mentor I had in graduate school exposed me to nursing research and mentored me through a Ph.D. program. That exposure set the career path for me. Without her, I had no intention of doing the Ph.D. program.” Some of the participants at higher leadership levels talked extensively about the positive effects early mentoring had on their careers. Lou remarked, “My early career mentor was happier than me when I got accepted into a Ph.D. program. She was like a proud mama. She refused to give up on me. She gave me my first job opportunity in academia.”

Many participants reported that it is crucial to seek mentoring from people who are where you aspire to be. However, the limited number of Black nurses in executive leadership makes it challenging to find people who understand them and are willing to act as mentors. Mentors from the same backgrounds were critical when navigating tenure and promotion for many participants, especially if their scholarly interests and research agenda differed from the generally accepted majority norms. Early career mentors were crucial to acceptance to the department, helped participants navigate role conflicts, and supported other ethnic minority pre-tenure faculty.

The need for white nurse leader mentors cannot be overstated in supporting Black nurses and other nurses of color in nursing schools and early in their careers. Dalia’s statement is an example of the role of white nurse leaders in mentoring Black nurses. She discussed being given a chance as the only Black faculty and staff in a nursing program.

The white chair of the program at that time was incredibly supportive. . . . she was like, “I just have a feeling about you. I think you will do a great job here.” She supported me through the ups and downs of a new faculty role. Together we made a difference in the college and program. This was different from my experiences of being overlooked and ignored. This white woman, as they say, was the wind beneath my wings. [Dalia]

Some participants compared their experiences with their white peers, noting the stark difference in the type of support, mentoring, and networking opportunities. Some discussed how the lack of Black nurse faculty disadvantage Black students and nurses. Alex’s statement is a good illustration of this viewpoint.

If you are white, you get people who look like you, looking out for you, from entering nursing school to your first job. They are supported and cared for. We do not have that; I did not have that. We need mentors early in our nursing careers. We especially need support and mentoring in early administrative roles.

For many of the participants, early career mentoring was transformative. Their early career mentors helped them set realistic goals, challenged them intellectually, guided them to valuable resources, supported their dreams for themselves, and helped them discover their strengths and areas for improvement.

Positive Role Modeling Makes a Difference

Other Black nurses and Black nurse leaders supported and encouraged the nurses in this study in their journey toward leadership and in their current positions. Black faculty and academic leaders were instrumental in modeling appropriate professional behaviors for many participants. “The first Black faculty I had in college was exceptional, dressed impeccably, carried herself with grace, and was “SMART.” I just wanted to be her. The sister made me proud,” said Cece. Except for those who went to HBCUs, many participants were one of a handful or only persons of color in their graduate programs or first faculty positions. The sense of social isolation and not receiving the same support as their white peers affected how they experienced their environments. Faith’s comment illustrates the importance of faculty of color in developing Black nurses and nurse leaders.

Early in my career, I longed to see someone who looked like me as a Chief Nursing Officer or dean. However, I get discouraged whenever I go to college, university-wide, or even state-level meetings and see only two or three other Black people at these leadership events. You feel like you do not belong. You need to see people like you in the position you aspire to help your belief that it could be you someday. [Faith]

All the participants said they are all role models for their minority students and their peers and must positively represent the Black community at all times. As Jess put it, “Being the one Black person in leadership, you are a role model. . . .you have to be beyond reproach. You have to leave good examples for all these kids who are watching. From how you dress, talk, walk.”

The change of institutional leadership often impacts the sustainability of mentoring relationships and the career progress of Black nurses. Some of the participants reported losing the support of their white or Black mentors once institutional leadership changed. Nelly noted, “The support and allyship I enjoyed from the director who hired me was lost when she exited the institution. I lost my mentor, support, and access to resources with leadership change.”

Ethnic nursing organization membership provides a professional lifeline.

For many nurse leaders, active participation in a professional nursing organization was a lifeline and provided access to mentors for the participants. More importantly, the ethnic nursing organizations helped some participants connect with people who look like them. Zuri, who currently holds a very high-level leadership position, said she was introduced to the Association of Black Nurse Faculty very early in her career, which greatly impacted her career trajectory by giving her access to a robust regional support network. Erin, who attended a predominantly white institution, said, “My first time attending the National Black Nursing Association conference, I saw Black nurses doing great things. It made me feel good. I wish I had learned about the organization earlier in my education.” Holly strongly encouraged Black nurses to link with the National Black Nursing Association and the Association of Black Nurse Faculty. Noting,

I used those organizations immensely and met some dynamic nurses who were mentors for me. For people in a faculty role, I strongly suggest linking with the Association of Black Nursing Faculty. The support of these faculty and academic leaders were invaluable. Many positives happen for a young Black faculty within that space.

Some participants reported not learning about the respective ethnic minority nursing organizations while in nursing school. Delayed knowledge about these organizations and what they can offer prospective nurses and budding academic leaders caused them to lose valuable support and a sense of belonging. For example, Lilly reported not knowing about the National Black Nurses Association or Mary Mahoney Association until a year before this study. Therefore, she was not able to connect with them. Lilly commented, “I joined the more popular and well-known professional organizations, like Sigma. But it was not the same as my sense of belonging with the National Black Nursing Association or the Mary Mahoney Association where I saw myself reflected.” For some participants belonging to the ethnic minority nursing organizations was like “coming home.” However, many reported that ethnic minority nursing organizations are not promoted in nursing schools. Some participants stressed the need to belong and seek support from Ethnic nursing organizations when someone works in a predominantly white institution. Cece stated, “I found support with similarly raced individuals and trailblazers, who empowered and supported me when my predominantly white institution was not offering any support. The friends I made in the Association of Black Nursing Faculty provided safety and outlet.“Participants reported that connecting with people who shared similar life and work experiences offered a sense of relief and belonging, “like coming home.” Cece expounded, “I found that other Black leaders can offer unvarnished insight into the system and how to navigate through them. They just give you hope.” Although belonging to nursing organizations can be very expensive, Lilly thought it was worth the investment. However, she said it could be made more affordable to reach a wider audience and student nurses.

Mentoring with a Purpose

Tara stated that mentoring without a purpose “is like building a house without foundation.” Nursing is white at the top. Nursing must mentor with a purpose if they are serious about diversity and inclusion. “Most deans, associate deans, and Chief Nursing Officers are middle-aged or older white women. For many of these women, their idea of succession planning is creating younger versions of themselves,” said Ryan. Some of the participants highlighted the importance of work experience to effective mentoring. Mentors can only help mentees advance to the same level they are. It is difficult for Black nurse leaders with no social capital at the Dean or Chief Nursing Officer level to mentor someone to ascend to those levels. Jess stated,

As a nursing program chair, I can only mentor another Black nurse or faculty to the chair level. I do not have the experience to help a younger Black nurse faculty with the experiences and networking necessary to prepare for the Dean role. However, I can make referrals. I can only refer to my network, which is very different and not as robust as those of my white peers.

Nene expounded on the above comment stating. “There are very few Black nurses at the C-suit of academic nursing and nursing leadership in general. Therefore, it is the responsibility of white nurse leaders to mentor Black and Brown nurses to the C-suit levels.” The focus should not be on mentoring them at the lower leadership levels but also at the top leadership levels. “White nurse leaders need to mentor to diversify nursing leadership at all levels,” said Faith.

Mentees need time to develop the skills to be effective in their leadership roles. One-time training and workshops, although necessary, cannot replace the knowledge and skill built over time with the help of a very knowledgeable mentor. All participants in the study have the academic qualifications for their roles; however, many of them, especially those new to their leadership roles, need the right mentors to support and help them develop the skills for sustained success and advancement. “Appropriately paired mentor/mentee dyad is key to leadership mentoring success,” reported Lou. Some participants also discussed the role of implicit bias and covert racism in mentoring. Lori elaborated.

Suppose you are paired with someone who is knowledgeable but does not necessarily care about you and your career goals or someone who feels that you are overly ambitious or perhaps aspiring to a status historically reserved for white nurses. In that case, that relationship will not work for you, which is why we need Black nurse leaders to support other Black nurses.

Nursing programs and departments wishing to recruit, retain and advance Black nurse leaders “must examine both individual implicit and explicit biases as well as the restrictive institutional culture that limit inclusion and career progression,” said Aria.

Mentoring with a purpose was not limited to succession planning. Some participants described mentoring in various ways when contrasting their experience with mentoring to the mentoring they are providing or hope to provide to other nurses. For Dalia, “mentors are people who give me input and advice on how to grow and be better.” Raine described mentoring in-depth as “the caring for and supporting of students and new nurses by providing feedback, resources, active listening, and encouragement. Believing in them so that they can have belief in themselves. Black nurses do not often get that from white nurses.” She went on to say that mentors need to spend time with mentees to understand their needs and their strengths. “It is about investing in the younger generation.” Mentors must know when to refer their mentees to someone else for further development. For the most part, the mentoring relationship is for the mentee’s benefit, so there should be a clear objective for a formal mentoring relationship. Pauly explained that Black nurses seeking higher-level resources seek mentors outside their institutions and disciplines to meet their needs. She noted that the lack of diversity in many institutions limits Black nurses and nurse faculty’s access to full professors and higher-level administrators to support their professional growth.

Navigating the Waters Alone

Navigating the waters alone speaks to the challenges many new Black faculty and academic leaders encounter as they navigate the nursing academe, which informs how they mentor others. More than three-quarters of the participant reported that they had no formal mentoring or mechanism for finding mentors. With the lack of Black nurse faculty and leaders, many were left to figure things out for themselves compared to their white peers. These experiences substantially motivated their desire to mentor other Black nurses and students. They work to include students in their projects and make themselves available to new faculty in their departments.

Black or brown racialized population often do not have someone else who is extending their arm back saying, “Let me help you,” “Let me guide you,” “Let me support you,” or “Let me introduce you to such-and-such,” or “Collaborate with me on this project.” That often does not happen. Now it is my turn to pay it forward. Offer an opportunity and a second chance to another Black nurse. [Holly]

Anna further expanded, “We must break the cycle of always having to do it alone or doing more than what is needed normally than most people to secure certain roles, positions, and advancement.” Pauly discussed being the first Black faculty in her department to achieve tenure and full professorship. Stating,

I did it without support from people in my university and department. There were so many roadblocks that I had to navigate. While many of my white colleagues had support from other white associate professors and full professors, the three Black faculty in the department were left to sink or swim. My goal now is not to be the last. [Pauly]

For Lilly seeing people who look like you at the stage where you want to be is a source of inspiration. “It gives you hope. You feel that if they can achieve that, so can I. Now I support others like me. It is an obligation.” Nia suggested that institutions “not ever hire only one Black faculty.” Nothing that despite how friendly people might be in an environment, it is different when there is another person you can identify with at the same level.

Paving the Way and Offering Second Chances

Some participants reported that despite their levels of achievement and intellect, many Black nurses are overlooked and passed over. Some talked about the impact lack of early career mentors had on them. Lilly offers what she wishes she had as a new nurse. She stated, “Unfortunately, I learned a lot from long hours and trial and error. I did not get much guidance in my early leadership roles. It was sink or swim. Now, I help others to prevent them from making my mistakes.” Having a mentor can help Black nurse faculty harness their experience and profile to make it easier to be recognized. For Nelly, being a mentor is paying it forward. She fondly remembered her first academic role, the team she worked with, and an outstanding African American faculty mentor and a White dean. Together they provided support and direction that resulted in her current role. “Now, I simply pay it forward by mentoring and supporting others like me.” For Moira, the support of a Black male leader from a different college helped her navigate daily racial microaggressions and multiple personal and professional slights. “I probably would have left that job but being able to share my experiences with someone who got it, I felt unburdened, gained valuable insights about the culture; it helped me navigate the landmines.”

Because many of the participants appreciate the power of mentoring, they view it as part of their duty to students and faculty, especially ethnic minority students. Almost every participant expressed seeking out and sharing specific resources for their minority students. Some helped create outreach programs and support for minority students through their minority nurse organizations. Dalia advised nurses to seek mentors from across races, ethnic backgrounds, and disciplines, people who are supportive of growth and success. “I earned tenure because the previous white dean took a chance on me and invested time and resources in supporting my success. Now, look at me. That is what I try to do for others like me.” Dalia’s comments lead to the next theme.

Leaning in and Extending the Power of Your Position

Many of the participants, especially those in the upper leadership levels, discussed leveraging the power of their position to effect lasting changes related to improving the work environment and making it more inclusive. In their positions, they can propose and strategically develop systems and structures to facilitate the recruitment and retention of students and faculty of color. As Kris commented,

Our problem was not the ability to recruit Black and Brown students; it was about keeping them. The environment and system need to be inclusive; the students have to be able to see themselves as nurses, faculty, and leaders. However, in an environment where very few people look like you, where you experience life very differently from your peers and not in a good way, you do not want to stay.

Kris compared her experience in an organization where she felt she had no power to change the culture to her current role and felt empowered to use the authority of her position to make changes. She states, “As a leader, I use the power of my position to the full extent. That means challenging my team to review policies, create opportunities, and provide resources for diverse nurses to succeed in academic nursing.” For Ezie, who described herself as a fierce advocate for Black, Indigenous, and People of Color faculty and students, mentoring others is an honor and obligation to the next generation of nurses. She said, “I understand the experiences of my minority students and faculty. . . .to make a difference, I leverage my position to create equity. I sponsor programs and professional development opportunities to support and guide their development.”