Purpose The purpose of this study is to present a reflexively thick description of lived experiences, thoughts and feelings as an Asian academic staff member supervised by a White manager from a majority group in social work, health and community. Critical race theory (CRT) and intersectional theory were used to explore supervision dynamics within UK higher education. Design/methodology/approach Interpretive phenomenology was integrated into autoethnography to capture the depths of feelings and thoughts in relation to the supervision experiences in the higher education (HE) context. Lived experiences of 18 months were captured reflexively and retrospectively by identifying events, feelings at that time and feelings afterwards and how they contributed to career development. The study was conducted in accordance with ethical procedures, and the findings were validated by involving the key participant. Findings The findings show CRT can be used to support the career development of ethnically minoritised staff through strengths-based supervision. Self-perceived identity remains essential in the discourse. Minoritised employees can contribute through innovation and resilience. Practical implications Empowering staff from minority backgrounds in the face of White supremacy and promoting diversity are possible through scaffolding, career positioning and taking collaborative approaches. Recognising the unique strengths of staff from Asian minoritised backgrounds and exchanging diverse identities to build genuine partnerships is essential rather than reproducing subject–object relationships. Tailored institutional talent management and retention strategies can support both supervisors and supervisees. Originality/value The study captures the lived experience of an Asian academic staff member in relation to the perceived supervision by a White female manager. The dynamics of supervisory interaction are reported.
Gulnaz Zahid (Mon,) studied this question.