This article explores how two African American professors both ''outsiders'' to the inner workings of the academy created a support system, which began nearly 10 years ago as a part of their formal advisee/advisor relationship. When they began their relationship one was a junior African-American female faculty member (promoted to associate professor in 2004) and one was an African-American female doctoral student (currently a tenure track professor). Utilizing elements of scholarly personal narrative and case study methods they reveal the process they engaged in over a nine-year period, which resulted in their retention and success in the academy.

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Through analyzing critical life stories with Black alumnae from predominantly White institutions, this article offers a narrative, in-depth approach to explore the ways in which alumnae managed and resisted expectations and stereotypes that were placed upon them by peers, faculty, and staff during college. Findings suggested that participants grappled with assumptions of who they should be as Black college women. As they resisted stereotypes and expectations, they crafted unique pathways toward asserting their authentic selves. The findings emphasize heterogeneity among Black women and the need for varied support structures in educational institutions.

The purpose of this research was to examine the campus experiences of undergraduate and graduate women students at a research university. Although it has been more than 20 years since the term "chilly campus climate" was described in Hall and Sandler's (1984) seminal work, this study found such a climate, in terms of campus safety, still exists for women students. Across race, university classification, and level of involvement, the women students in this study reported a chilly campus climate that served to further perpetuate a culture of fear women students felt for their campus safety.

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