This paper investigates the pivotal role of Black role models and mentors in supporting the academic and personal success of Black students in UK higher education. Drawing on research conducted at a single post-1992 university in England, the study explores how meaningful relationships with Black staff foster student resilience, affirm cultural identity, and challenge deficit narratives that often surround Black learners.

Grounded in Critical Race Theory (CRT) and Yosso’s Community Cultural Wealth (CCW) framework, the study recognises the importance of lived experience, racialised realities, and alternative forms of capital that Black students and staff bring to higher education spaces. Using a narrative case study approach, in-depth interviews were conducted with 25 participants, comprising both Black students and Black academic and professional staff. The aim was to explore their reflections on mentoring, representation, and the ways these connections influence student experiences and outcomes.

A recurring theme emerged from a powerful statement made by a Black educator: “They do not relate to Black people like us.” This quote became a conceptual thread throughout the analysis, reflecting participants’ feelings of exclusion and the profound significance of having culturally resonant role models. Findings reveal that Black mentors provide far more than academic advice, they offer emotional support, aspirational guidance, and validation that contributes to students’ navigational and aspirational capital.

The research also highlights the often-unrecognised emotional labour carried by Black staff who informally support students while navigating their own experiences of institutional marginalisation. The paper argues that universities must move beyond tokenistic diversity efforts and embed mentoring within wider anti-racist strategies.

The paper concludes with practical recommendations for post-1992 and similar institutions, including the development of structured, culturally sustaining mentoring programmes, investment in diversifying the workforce, and embedding anti-racist practice across institutional systems. Eventually, this study positions mentorship as a critical, rather than peripheral, tool for achieving racial equity and enhancing Black student success in higher education.

Keywords: Black students, higher education, mentoring, representation, Critical Race Theory, Community Cultural Wealth, institutional racism, emotional labour, student success, anti-racist practice.