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The study examines the benefits and potential challenges of the mentoring circle as an innovative approach to mentoring among four cisgendered women faculty situated at 4-year universities in various geographic locations in the United States.

Utilizing collaborative autoethnography, we ask: How can mentoring circles be beneficial for diverse early- and mid-career faculty women in higher education? Given our varying positionalities and the development of our sustained mentoring relationships, we drew on the concepts of intersectionality and sisterhood as a framework to understand our individual and collective experiences in the circle. Through a collaborative autoethnographic design, we examined data from four 3-h online video reflective discussions as well as relevant documents and communication, such as emails and texts.

The power dynamics within the circle, fluidity of its borders and how it provided us with a unique ability to read the world contributed to a sense of community and empowerment that were key factors to the circle's success. We created an inclusive space with a defined purpose where trust, authenticity, reciprocity and the expectation for vulnerability served as the solid foundation for relationships. We became sources of holistic support, sharing advice and resources to support our growth as teachers, scholars and community members within our field and beyond.

Our mentoring circle disrupts conventional mentoring structures and highlights the power of a sustainable circle among diverse women faculty rooted in adaptive, flexible and responsive relationships.

Identity-based leadership courses support and engage more Latinx students in higher education by focusing on identity development and capacity building. Academic courses that take into consideration cultural relevance foster the academic persistence of undergraduate Latinx students and can support degree completion. This article explores the significance of providing leadership learning opportunities for Latinx undergraduate college students and highlights one institution’s journey in developing and providing an undergraduate Latinx Leadership course. Theoretical underpinnings in leadership learning, culturally relevant leadership learning, and Latinx leadership development are provided as a foundation to the course. Reflections gathered from students’ perceptions of taking the undergraduate Latinx Leadership Development course inform lessons learned in the process, the challenges of developing and teaching such a course. Implications for leadership teaching and learning are also shared.