This paper explores the professional challenge that mentoring within diverse communities can become dysfunctional if the phenomena of White Privilege is not considered. We explore the impact of ignoring the philosophies of trust within co-constructed or hierarchically dominated relationships and their associated grammars of thinking, on the effectiveness, and success of building capacity for ABCDE to generate trust within education governance systems and societies institutional governance systems. The paper has three aims to address the professional challenge. First, to explore the effectiveness of White Professors as mentors to successful Black, Asian, and Minority Ethnicity Women educational leaders. Second to explore the success of White Professors in supporting BAME women to sustain educational leadership posts after access. Third, to theorise capacity building in Higher Education for human evolution as a public good. Munoz et al (2014) state that mentors empower women to become senior leaders when they believe they have the potential to become Senior Leaders, and this applies to BAME women. However, due to the vastly greater number of senior leaders being White and male (Crenshaw, 1989) the likelihood of being mentored by a BAME female is very rare. Another opportunity for BAME women to be mentored is at the University on Masters and Doctoral Programmes. Out of 19,000 professors in UK Universities in 2016 - 2017 only 90 were Black men and only 25 were Black women (Adams, 2018). The US Department of Education National Centre for Education Statistics (2018) identified that 2 percent of full time professors in Higher Education Institutions in the United States are Black females. The statistics reveal that White male professors are not recognising their White Privilege and are not proactively seeking to disrupt the genderised and racialised perpetuation of inequalities. The impact is White professors may not effectively and successfully mentor BAME men and women and therefore BAME men and women may not achieve sustainable success in senior leadership roles in education and act as beacons to show others the way to effective and successful moral leadership that builds trust in educational organisation regimes of social cohesion.

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