Cross-cultural peer mentoring: One approach to enhancing white faculty adjustment at black colleges

White faculty members at Black colleges in the United States face numerous social obstacles. Exploring the experiences of White faculty members at four historically Black colleges and universities (HBCUs) and their adjustment to a minority status assists the comprehension of issues surrounding this subgroup. Utilizing a phenomenological approach, narratives from 27 White faculty members were analyzed to garner an understanding of their experiences at these colleges. The discussion addresses strategies for developing faculty peer-mentoring that would assist adjustment for the White faculty. Greater engagement is recommended for Black and White faculty to assist White faculty with adjusting as minorities at these culturally important and historic institutions.