Intraracial Dynamics of Black Professors' and Black Students' Communication in Traditionally White Colleges and Universities

While the literature suggests that Black students are more successful in traditionally White colleges and universities when they see professors with whom they can identify, it has been relatively silent about aspects of the relationship between Black professors and Black students that may be perceived as negative. The authors explored the strengths and limitations of this important relationship from the perspectives of Black faculty in six institutions of higher education in New York City and Westchester County, New York. Focus group findings highlighted the unique role of Black faculty members as mentors based on the professors' subjective perceptions, thoughts, and feelings about mentoring Black students. Equally important, the findings pointed out the need for further research that explores the efficacy of the role of Black professors as mentors from Black students' perspectives, as well as the implications of such an investigation on Black faculty member and student retention rates.