Abstract
ABSTRACT
Purpose. The purpose of this phenomenological study was to explore the lived experiences of Black women in leadership at the senior level (dean or higher) at predominately White 4-year institutions in higher education.
Theoretical and Conceptual Framework. The theoretical framework used to guide this study was intersectionality. Using intersectionality allowed the researcher to describe the leadership experiences Black women at the senior level in predominately White 4-year institutions through the lenses of multiple identities that intersect and interact with each other, creating unique experiences of discrimination and oppression only faced by Black women.
Methodology. A phenomenological qualitative design was used to describe the leadership experiences of Black women at the senior level at predominately White 4-year institutions in Southern California. Data were collected using purposeful sampling methods, specifically criterion sampling by interviewing six Black female leaders at the senior level. The interview protocol consisted of semistructured and open-ended questions.
Findings and Conclusions. The findings of this study identified the following five common themes:(a) the underrepresentation of Black women at the senior-level in their institutions, (b) unrealistic expectations, (c) stereotypes and perceptions (d) using resilience as a coping mechanism, and (e) having mentors for support and guidance. The study revealed that Black female leaders encounter distinct challenges that influence their overall leadership experience.
Recommendations. Four-year institutions need to examine their existing practices more closely to guarantee the presence of equity and inclusion among all institutions, thereby fostering diversity. These institutions should provide extra assistance for Black women advancing to senior-level leadership positions, equipping them for the role. In addition, they can integrate leadership development programs and mentorship initiatives tailored to support aspiring Black females who aim for senior-level leadership roles at predominately White 4-year institutions.