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Author: Gwendolyn L. Wright
Publisher:
ISBN:
Category :
Languages : en
Pages : 164
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Book Description
Keywords: African American women presidents, race and class, intersectionality of gender.
Author: Gwendolyn L. Wright
Publisher:
ISBN:
Category :
Languages : en
Pages : 164
Get Book Here
Book Description
Keywords: African American women presidents, race and class, intersectionality of gender.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This study identified that African American women presidents have been disproportionately underrepresented in leadership positions in higher education due to a historical and contemporary system of hegemony within higher education that has limited their access to positions of power. The purpose of this study was to examine the ways in which gender, race, and class constructed as an intersectional paradigm influences the professional and personal development of African American women throughout their life experiences. Black feminist standpoint theory and critical race feminism are used as the theoretical frameworks within which the relevant social, historical and contemporary events that influenced black women's development and experiences in higher education are analyzed.
Author: Felecia Cunningham
Publisher:
ISBN:
Category : Higher education administration
Languages : en
Pages : 140
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Book Description
The numbers of African American women presidents, provosts, and vice presidents of colleges and universities have increased over the past few decades. However, even with the slight increases, there are still significant disparities in regards to African American women in positions of leadership (American Council on Education, 2018). The intersection of race and gender may potentially cause African American women to experience discrimination and bias based upon either race or gender or both (Davis, 2016). This qualitative study examined the perceptions of African American women presidents, provosts, and vice-presidents of four-year, private Historically Black Colleges and Universities (HBCUs) as to how they believe they were able to attain and remain in positions of leadership at their current and/or former institutions. The study more specifically examined the roles that race and gender play in the attainment and retention of senior leadership positions. By exploring the experiences of African American women senior administrators, four-year, private HBCUs can create environments that are more inclusive to African-American women and identify the best leaders, regardless of race or gender, to guide the institutions into the future. This study revealed that the participants attributed their senior leadership position attainment to work ethic, integrity, discipline, education and work experience. The participants also discussed some of the barriers to retention in senior leadership positions including work-life balance, not understanding the politics of an institution, not getting along with the board or stakeholders, not producing positive results, and sexism or gender biases. In relation to racial and gender bias and discrimination, most of the participants stated that at some point in their career they have experienced some type of bias or discrimination whether it was racial or gender related. For the most part, the racial discrimination was experienced at Predominantly White Institutions (PWIs) or corporate organizations. Some of the participants, however, stated that they have not experienced racial bias or discrimination at HBCUS. Many of the participants noted that although they had not experienced racial discrimination at HBCUs, they had experienced gender discrimination and biases at HBCUs.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534
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Author: Willena Kimpson Price
Publisher:
ISBN:
Category :
Languages : en
Pages : 302
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Author: Breonna Collins
Publisher:
ISBN:
Category : African American college presidents
Languages : en
Pages : 0
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Book Description
According to the American College President Survey of 2017, 30% of college presidents across the country are female, and only 5% of that population is represented by women of color (Gagliardi et al., 2017). Diversity in leadership positions, more specifically in the higher education sector, is a critical need as higher education institutions continue to develop sustainability strategies in response to impending demographic changes (Virick & Greer, 2012). The purpose of this phenomenological qualitative research study was to describe the lived experiences, pathways, and successful strategies used during career trajectory by former or current African American female college presidents in the United States. Framed by intersectionality and Black feminist thought, a phenomenological qualitative research study utilized data from six African American women who were serving, or had served, as college presidents in the United States. The findings revealed that while African American female college president had an overall positive experience during their pathway to presidency, remnants of racial discrimination, gender discrimination, and the Queen Bee Syndrome had an impact on their career trajectory. Despite these roadblocks, it was determined that internal confidence, mentorships and professional development opportunities, specialized skill sets, and a community of support led to them to achieving college presidency. The findings of this study can be utilized by aspiring African American female college presidents, current university governing bodies or boards, and university human resource professionals within the United States higher education system to identify and implement strategies that better support aspirant college presidents. Keywords: African American female college presidents, higher education, mentorship, intersectionality, Black Feminist Thought
Author: Gabriella Gutiérrez y Muhs
Publisher: University Press of Colorado
ISBN: 0874218705
Category : Education
Languages : en
Pages : 585
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Book Description
Presumed Incompetent is a pathbreaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. Through personal narratives and qualitative empirical studies, more than 40 authors expose the daunting challenges faced by academic women of color as they navigate the often hostile terrain of higher education, including hiring, promotion, tenure, and relations with students, colleagues, and administrators. The narratives are filled with wit, wisdom, and concrete recommendations, and provide a window into the struggles of professional women in a racially stratified but increasingly multicultural America.
Author: Dawn Crim
Publisher:
ISBN:
Category :
Languages : en
Pages : 199
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Book Description
This study examines the structural, institutional, and representational barriers and challenges of African American women college and university presidents at baccalaureate institutions and the personal and professional coping strategies they use to persist. The analysis distinguishes between barriers faced on route to the presidency and challenges faced while serving as president in order to fill an empirical gap in the literature regarding challenges faced by African American women presidents. This study uses the method of counterstories to uplift the voices of these leaders and to disrupt the dominant narratives about the lack of African American women leadership in colleges and universities. These counterstories draw from in-depth semi structured virtual interviews with a purposeful sample of nine African American women college and university presidents. The presidents' counterstories are analyzed through frameworks of Black Feminist Thought (BFT) and Intersectionality. An intersectional analysis revealed these presidents encounter interlocking racialized and gendered barriers ascending to the presidency and challenges during their presidencies that 1) communicate others' beliefs that African American women cannot or should not be college presidents, 2) affect their self-perception about their ability and interest in being college presidents, and 3) overtly limit their ascendency to the role and efficacy once in the role. This study also found coping strategies of resiliency and responsibility that allow them to stay in their presidencies. The resiliency and effectiveness of these presidents shines through in their counterstories as proof of their ability to lead. Results from this study provide insight into African American women's leadership in higher education and can inspire African American female students and administrators to seek higher education leadership. In addition, results may inform search firms and can provide trustees and board members with insights to experiences African American women have as president as they consider them as leaders for their institutions.
Author: Arlanda J. Williams
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 0
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Historically, research suggests that African American women are disproportionately represented in higher education leadership positions. There have been few studies that provide insight into the actual barriers African American women face as they climb the leadership ladder to senior level positions in higher education. The purpose of this qualitative research was to document the lived experiences and identify barriers during their ascension to leadership positions in higher education. This research used purposeful sampling and recruited ten African American women in the states of Louisiana and Mississippi, who either hold/held positions as Chancellors/Presidents, Vice Chancellors/Vice Presidents, Provost/Associate Provost, and deans. Eight of these women were a part of a historical Black college or university, and the other two were in predominately Black serving institutions. The research utilized a phenomenological approach, incorporated the central research questions, and examined findings utilizing two theoretical frameworks: feminism and black feminism in two southern states, Louisiana and Mississippi, where the women obtained leadership positions in higher education. Data gathered in this research was examined utilizing thematic analysis to identify codes and themes in the responses of research respondents. The findings show that, although race and gender will remain an issue for African American women, professional development opportunities and mentorship are critical to attaining these positions. These findings contribute to past scholarly research acknowledging the experiences, professional development, professional association, and mentorship of African American women in their ascension to higher education leadership positions. The research should provoke change in policies that govern institutions of higher education by encouraging state officials in the Department of Education.
Author: Shanell Latrice Brumfield
Publisher:
ISBN:
Category :
Languages : en
Pages : 282
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Book Description
