Literature asserts mentorship as a key component to career and personal development. In Higher Education, which is male dominated, African American/Black Women subordinates are challenged with limited access to same-race/same-gender leaders to serve as supervisor-mentors. This Cooperative-Inquiry Action Research study was conducted to provide African American/Black Women Higher Education Administrator subordinates who have established same-race/same-gender supervisor-mentors with a platform to increase understanding within their mentorship partnerships and empowerment to direct their individual development using Leadership Self-Efficacy and Relational Demography Theory as the theoretical framework. A purposive sample of four AABW subordinates in Higher Education participated in group meeting sessions that were recorded via Zoom. The collected data was transcribed and used to construct four major themes and twelve subthemes through two-cycle thematic coding using NVivo. The emergent themes were Communication, Leadership Development, Relationship Building, and Challenges. The findings from this study imply that for this group, same-race/same-gender mentoring influenced increased Leadership Self-efficacy, but it required ownership on the subordinates part and an interest in growth. This study's results could inform subordinates in supervisor-mentorship relationships of ways to focus and redirect their development instead of relying on leaders to initiate development conversations and opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]