This study explores the lived experience of two African American women working at predominately white institutions of higher education. A review of the literature suggests research that examines the experiences of African American women in academe is limited. Using an autoethnographic approach, we explore our experiences and how we navigate our roles. Findings suggest that when the appropriate mentoring is in place African American women have a more positive experience navigating the promotion and tenure process.
Higher Education, African American, Autoethnographic
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended APA Citation
Warren-Gordon, K., & Mayes, R. D. (2017). Navigating the Academy: An Autoethnographic Approach to Examining the Lived Experience of African American Women at Predominantly White Institutions of Higher Education. The Qualitative Report, 22(9), 2356-2366. Retrieved from http://nsuworks.nova.edu/tqr/vol22/iss9/5