This article contributes to discussions about culturally sensitive research approaches in qualitative research. The author argues that the use of culturally sensitive research approaches in research focusing on African Americans can use the cultural knowledge and experiences of researchers and their participants in the design of the research as well as in the collection and interpretation of data. The author presents a rationale for the use of culturally sensitive research approaches for African Americans, a theoretical framework for culturally sensitive research approaches, and a discussion of culturally sensitive research in practice. This article concludes by discussing some implications for teaching and practice in educational research.

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T he year 2004 was filled with celebrations and commemorations of the 50th anniversary of the Brown v. Board of Education decision. There were a significant number of conferences that featured experts from education, law, sociology, and civil rights organizations who spoke of promises fulfilled and unfulfilled 50 years after the historic decision.

This article focuses on leadership practices and teacher mentoring in an urban school context. A central perspective of this discussion is the role of the urban school principal in implementing and facilitating mentoring arrangements that will lead to competence, retention, and improved student achievement. Results from a case study of a mentoring triad in a large, urban high school are presented. The participants were a 1st-year African American teacher, her mentor, and the principal. The article begins with a discussion of teacher mentoring. The discussion then shifts to the mentoring experiences of the 1styear African American teacher. Next, three themes are discussed: (a) mentoring as a means for enhancing professional and personal competence; (b) mentoring as a means of transmitting the culture of the educational environment; and (c) mentoring as a catalyst for transformative leadership. The article concludes with a discussion and some implications for transformative leadership practices that can facilitate effective mentoring arrangements for new teachers in the urban school context.

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