Early college high schools are small schools designed to increase college and career readiness for groups underrepresented in higher education. While some research has focused on student experiences in the early college environment, few have specifically examined the perceptions of Black male students. The purpose of this study was to examine the perceptions of Black males in an early college high school. Using a qualitative case study design, data were collected using focus groups and individual interviews. Emergent themes included students’ descriptions of their learning environment and the benefits and challenges they experienced. The results of this study provide further insight into early college high schools and how they serve their targeted population.

Although multiple studies acknowledge the significance of mentoring for African American women doctoral students, the literature lacks empirical support for the formation, sustainability and outcomes of mentoring relationships. In academia, African American women are an understudied subject which leads to a paucity of educational programming and policies that address their specific learning needs. Without targeted research, educators are limited in their ability to understand African American women doctoral students’ educational needs. The purpose of this collaborative autoethnography was to examine the reflections of four women participating in a doctoral sister circle called UUSC. This study explored their lived experiences and ways UUSC nurtured, supported, and empowered both the students and their mentor. Data analysis showcased themes of commitment, community and consciousness which can be instructive for other African American women doctoral students and mentors.  Findings indicated that in safe spaces, such as this sister circle, where African American women are authentically concerned about each other’s well being and success, their level of commitment and consciousness increases. This work has implications for educators and students because it provides a roadmap for addressing the unique learning needs of African American women through mentoring.

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