| Sumario: | Background: Nursing faculty from underrepresented minority (URM) backgrounds face substantial challenges that impact their success and retention in academia. The lack of guidance provided to new URM nursing faculty means they often navigate circumstances that many describe as adversarial in academia. Methods: Collaborative autoethnographic methods were used to explore the lived experiences of 11 URM women nursing faculty who serve as mentors to other URM faculty in academic settings. This study is grounded in feminist critical frameworks, particularly Black feminist thought and intersectionality, which center lived experience, relationality, and resistance to structural oppression. Critical Race Theory further informs the analysis by highlighting how racism and systemic inequities shape mentoring practices in higher education. Results: Findings from reflective narratives emphasize mentorship as a culturally responsive, identity-driven, and values-based practice that not only facilitates individual career advancement, it also fosters institutional transformation. Conclusions: By centering the voices of URM nursing faculty, this research presents a compelling vision for inclusive academic environments where mentorship serves as a foundation for professional growth, retention, and leadership cultivation among URM nursing faculty.
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