This dissertation examines the impact mentoring relationships, between African American women doctoral students and faculty members, has on the students' professional identity development. Of particular interest is an examination of whether matched mentoring relationships between African American women doctoral students and African American female faculty members impact the professional identity of African American graduate students. The theoretical frameworks guiding this study are critical race theory and black feminist thought. Critical race theory and black feminist thought establish the foundation for this study. This examination of African American women doctoral students' mentoring experiences and perceptions of their professional identity development allows these women to tell their story in their own words. Sixteen African American female doctoral students across various academic disciplines in the social sciences, humanities and education participated in this qualitative investigation. Semi-structured interviews were employed with African American female doctoral students to gain this insight and understanding on their mentoring experiences, professional identity development and satisfaction with their doctoral education experience. Findings indicate that African American female doctoral students involved in mentoring relationships are more engaged in professional development activities that address their professional identity or feel more supported in their efforts to explore and solidify their professional identity and career trajectory. Implications and recommendations for doctoral programs and faculty are discussed.
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