From Bedside to Classroom: An Autoethnography of the Mentoring Experiences of BIPOC Nurse Faculty from Transition to Tenure and Promotion.

Abstract

Black and South Asian nurse faculty transitioning from clinical practice to academia face persistent barriers, including racialized exclusion, institutional neglect, and unclear tenure and promotion expectations. Despite the importance of mentorship, many report insufficient formal support, turning instead to external networks and self-advocacy to navigate academic life. This autoethnographic study explores the mentoring experiences of Black and South Asian nurse faculty in U.S. higher education, from transition through the promotion and tenure process. Inductive thematic analysis of reflective journal narratives, interpreted through the lens of Social Cognitive Career Theory, led to the development of themes spanning a nine-stage mentorship cycle. Findings highlight the lack of structured mentorship and unclear tenure expectations as primary challenges. Additional themes included mistrust in assigned mentors, emotional and psychological burdens, and the impact of racial identity on career progression. Participants frequently turned to peer networks and professional organizations to fill mentorship gaps and, over time, assumed mentorship roles themselves. This study underscores the need for culturally responsive, equity-centered mentorship programs and transparent advancement pathways. Institutions must commit to inclusive leadership development and sustained support to ensure the success and retention of Black and South Asian faculty in nursing academia.