2025 ASEE Annual Conference & Exposition

This theory paper explores how coaching can be used in the academy as a faculty development strategy for Black women navigating the process of tenure and promotion. The tenure and promotion process in academia is complex and challenging, particularly for Black women who face unique structural and institutional barriers throughout the process related to race, gender, and intersectionality (Crenshaw, 1989; Griffin, 2016; Niemann, 2011, Priddie, 2022). Throughout this journey, many Black women experience microaggressions from faculty and students, invalidation of their research, and a devaluation of their service contributions.

Coaching has evolved into a proactive tool for career and leadership development and has gained momentum in both institutional settings, such as AAC&U’s Project Kaleidoscope’s STEM Leadership Institute and Office of Undergraduate STEM Education’s Center for the Advancement of STEM Leaders. Coaching is designed to empower and unlock an individual’s potential as the individual navigates personal and professional development opportunities and challenges (Whitmore, 2009; Passmore & Sinclair, 2020; Guedes, 2021). As the tenure and promotion journey is considered one of the most challenging periods within an academic’s life, coaching can be used as a viable faculty development resource.

Unfortunately, the number of Black women in the academy utilizing coaching is limited due to 1) the lack of exposure to coaching, 2) the cost of coaching, and 3) the mindset to be coached. During our traditional lecture, we will highlight the ways both formal and informal coaching provide critical support, foster resilience, and cultivate well-being by enabling Black women faculty to navigate institutional challenges, ultimately contributing to a more equitable and inclusive academic environment.