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Abstract
The purpose of this study was to understand the development of fictive kinship relationships between Black women educators in a predominantly White work setting using narrative case study inquiry. Using social identity theory as a framework, this study explored how Black women educators experienced the intersection of their social identities and relationships with colleagues they consider fictive kin, the ways they engage in incidental learning through their interactions with colleagues they consider fictive kin, and how incidental learning through interactions with fictive kin contributes to their professional practice. This study provided valuable insight into how Black women can be professionally supported in predominantly White workplaces and how they collectively support one another. Three Black women educators were interviewed using a semi-structured interview process. This study highlighted how their community shifted from being colleagues to forming fictive kin relationships, how the women navigated their cultural and racial identities in the workplace, and how informal conversations shaped their professional experiences. Three conclusions were drawn from this study: 1) ) Black women educators experience the intersection of their social identities as a safe space and community that offers emotional and professional support, 2) Black women educators engage in incidental learning through sharing stories, strategies, and experiences and informally mentoring one another, and 3) Incidental learning through interactions with fictive kin contributes to their professional practice through reflective and adaptive teaching practices. The findings of this study reflect polyrhythmic realities, which acknowledge the lived experiences of educators and their ways of understanding.