New Study Finds Mentoring and Resilience Critical for WOC Navigating Academic Leadership

Lee, M.-Y., Cavender, R., Jackson, V. P., Li, M., & Kang, Y. (2026). Women of color in academic leadership: Barriers, mentoring, and resiliency. Mentoring & Tutoring: Partnership in Learning. https://doi.org/10.1080/13611267.2026.2637600

Introduction

Despite decades of scholarship on women’s leadership, the intersection of race, ethnicity, and gender remains insufficiently examined in academic leadership research. Lee and colleagues (2026) address this gap by investigating how structural barriers, mentoring, resiliency, spirituality, and leadership self-efficacy shape the experiences of women of color in higher education leadership roles. The authors argue that women of color (WOC) encounter compounded challenges stemming from intersecting stereotypes related to race and gender, often described as “triple jeopardy” (Sanchez et al., 2007). These layered barriers can include exclusion from professional networks, tokenism, and limited access to mentoring relationships, all of which constrain leadership advancement in academia (Wingfield, 2020).

Methods

The authors used a survey instrument developed through two stages: a review of prior research and interviews with women in academic leadership positions. Experts in human sciences reviewed the questionnaire to ensure validity and clarity. A total of 103 academic leaders and faculty members affiliated with human sciences organizations participated in the study. Using exploratory and confirmatory factor analyses, the researchers identified six dimensions of leadership barriers: negativity, professional networks, workplace challenges, confidence, cultural sensitivity, and discrimination. Leadership self-efficacy was measured across four dimensions: delegation, goal management, relationship management, and self-confidence. Additional constructs—mentoring, resilience, and spirituality—were measured using validated reliability tests. To examine differences among groups, the authors conducted multivariate analysis of variance comparing African American, Asian, and White women leaders. Hispanic and multiracial groups were excluded from statistical comparison due to small sample sizes.

Results

Significant differences emerged in cultural sensitivity and discrimination as barriers to leadership. African American and Asian women reported substantially higher levels of these barriers compared with White women. Leadership self-efficacy also differed across groups. African American women reported higher confidence in delegation, goal management, and relationship management than Asian women and, in some cases, White women. Mentoring and resilience did not differ significantly among groups, but spirituality did: African American participants reported greater reliance on spiritual foundations than White participants.

Discussion

The findings demonstrate that leadership pathways for women of color remain shaped by systemic bias embedded within institutional cultures. Cultural insensitivity and discrimination continue to function as structural barriers that affect leadership opportunities. At the same time, leadership self-efficacy—particularly in relationship management and strategic goal setting—appears to serve as a critical resource enabling some women to navigate these challenges. Mentoring remains an important mechanism for leadership development. However, limited access to mentors and professional networks continues to restrict opportunities for women of color in academic environments.

Implications for Mentoring Programs

Mentoring initiatives in higher education must move beyond generic leadership development programs and address the distinct experiences of women of color. Structured mentoring networks, identity-informed mentoring relationships, and peer mentoring communities may help mitigate isolation and strengthen leadership self-efficacy. Programs that incorporate resilience-building and acknowledge the role of cultural identity—including spirituality—may also support leadership persistence among women of color navigating academic institutions.

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