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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: 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: Katina M. Moten
Publisher:
ISBN:
Category : Racism in higher education
Languages : en
Pages : 213
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Book Description
Women are significantly underrepresented at executive levels of leadership. While the lack of parity exists for women compared to men, for Black women, their underrepresentation is more pronounced than for White women. In higher education, this underrepresentation of women in the college presidency is problematic given the existence of qualified women to lead institutions of higher education. In addition to the underrepresentation, for Black women, their journey to and experiences in the presidency is different than the experiences of White women and all men. Factors influencing this different experience connects to the cultural background of the Black woman, societal conditions, and organizational culture. To bring to focus the inequities faced by Black women leaders, this phenomenological study examined the lived-experiences of Black women college presidents with stereotypes and discrimination. In the context of the varying factors influencing the experiences of Black women presidents, the study utilized the frameworks of Critical Race Theory, Black Feminist Thought, Intersectionality, and the Community Cultural Wealth Model to examine the reasons for why Black women presidents experience stereotypes and discrimination, how they make meaning of these experiences, and how they manage and respond to stereotypes and discrimination. Findings suggest that several aspects of Black women presidents' lives - her upbringing, her engagement in the community, her educational background, and her early leadership career - influence and shape how presidents experience and respond to stereotypes and discrimination in the presidency. For Black women presidents, despite their lived-experiences with stereotypes and discrimination they do not allow stereotypes and discrimination to limit them, are successful in leadership roles, and have the agency to help other Black women aspire to and enter executive levels of leadership.
Author: Nichole R. Lewis
Publisher:
ISBN:
Category : African American universities and colleges
Languages : en
Pages : 198
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Book Description
There is increasing scrutiny and accountability being placed on colleges and university in American higher education. Historically black colleges and universities are not exempt from that scrutiny, and in some regards may face it with a higher degree of risk. The criticism and questions of necessity, validity and stability of HBCUs does not come without serious consideration of those who are selected to lead these institutions. This study explores the lived experiences of black women who were selected as the first women to lead three HBCUs between 1994 and 2014. This time-bound period was selected as there was a significant increase in the selection of women to serve as presidents of colleges and university, with HBCUs and community colleges experiencing the highest increases, as the governing boards of those institutions were selecting black women to take the helm. This qualitative study uses narrative inquiry to specifically explore the transition period into the presidency, the first 100 days in the role and the final 100 days in the position as permanent HBCU president or chancellor. Considering the conceptual theory of the Glass Cliff, findings are used to draw meaning from the experiences of these women, that may serve as guidance for African-American women who are considering a career path that ends in the presidential suite. The narratives explored in this study are the stories of Dr. T.J. Bryan - Fayetteville State University, Dr. Dianne Boardley Suber - Saint Augustine's University, and Dr. Dorothy Cowser Yancy - Johnson C. Smith University, all located in the state of North Carolina.
Author: Shatrela Berthel Washington-Hubbard
Publisher:
ISBN:
Category :
Languages : en
Pages : 314
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Book Description
The purpose of this study was to examine the career development experiences of Black women presidents at HBCUs in order to understand their experiences and provide women and organizations with support in navigating these lived experiences. The research questions guiding the study were as follows: 1. What are the career paths of Black women presidents at Historically Black Colleges and Universities? 2. What factors encourage or discourage the career development of Black women presidents at Historically Black Colleges and Universities? This was a qualitative study in which a sample of nine current or former Black women presidents of HBCUs agreed to participate in an hour long interview to discuss their career paths and factors that influenced their career development. The data revealed three major themes. The first theme was that sociocultural influences impacted the career paths of the women. The second theme was that the career paths of the women were non-linear and self-directed. Their career paths did not follow the typical path of college presidents. The final theme was that the women's career development was negatively affected by intersectionality and the patriarchal structures of higher education. As a result of patriarchal structures and intersectionality, the women were subjected to implicit biases, isolation, and a lack of development opportunities within their institutions. The three main conclusions drawn from this study are as follows: 1.) Career paths of Black women presidents at HBCUs are non-linear, multifaceted, and self-directed as women accepted positions that they could get even if those positions did not directly align with their career paths. 2.) The career development of Black women presidents at HBCUs was affected by the patriarchal structures of higher education and the intersectionality of race and gender, which subjected them to implicit biases, isolation, and lack of development opportunities within their institutions. 3.) The career development of Black women presidents at HBCUs was continuously fueled by a desire to fulfill a purpose and enhanced by mentors and networks, albeit these systems of support were largely not within their institution.
Author: Willena Kimpson Price
Publisher:
ISBN:
Category :
Languages : en
Pages : 302
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Book Description
Author: William Chris Cathcart
Publisher:
ISBN:
Category : African American college administrators
Languages : en
Pages : 163
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Book Description
Since their early days, community colleges have maintained a pivotal role as a provider of education to the diverse populations they serve. Over the years, these institutions of higher learning have been tasked with expanding access to education to those who had been denied even the possibility on the basis of race, economic stability, and a host of other factors. As leaders of these great institutions, community college presidents are seen as visionaries who are called to serve as the bridge between their institution and the communities they serve. In the past, the presidency has been a role largely reserved for White men with significant academic experience alone; however, in recent decades, sitting presidents have begun to retire, leaving institutional decision makers scrambling to identify new talent in a decreasing pool. While the ranks of presidency have been diversifying, men and women from racially marginalized communities still struggle to break through the glass ceiling. Within this qualitative study, I employed an interpretative phenomenological analysis approach to explore the lived experiences of African American males who have successfully ascended to the role of community college president. The research question is how do African American males experience their career progression to the role of community college president? To address this question, eight semi-structured interviews were conducted with sitting African American male presidents to understand their experiences. I applied a critical race theory lens to understand how each participant narrated their career progression as Black men. The findings of my study included five significant themes: (a) Black Experiences; (b) Can’t do it Alone; (c) Pressure to Perform; (d) Finding the Path; and (e) Racism exists but not a Barrier. Each of the findings represents acknowledgement of the challenges, opportunities, and experiences held by participants throughout their career journey. The implications of this study include an understanding that racism exists in the community college leadership structure and has an impact on the career decisions of Black men. This structural racism has the potential to limit the available talent pool for new community college presidents and must be addressed if these institutions are going to continue doing the critical work of providing access to education for the masses.
Author: Shirley Jeanette Everett
Publisher:
ISBN: 9781321554649
Category : African American women college administrators
Languages : en
Pages : 200
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"There are very few women, in particular, African American women, leaders holding high-level positions in U.S. institutions of higher education as compared to their white male counterparts. This qualitative descriptive study sought to explore and understand the lived experiences of 10 African American women that held, or currently hold, positions ranging from high-level to executive-level leadership roles in U.S. higher education administration. From the interviews, seven thematic categories emerged, namely, 1) Beginning the Journey; 2) Motivation for the Journey; 3) Climbing the Mountain: Process of Reaching the Top; 4) Navigating the Contested Terrain; 5) Personal Costs and Losses During the Journey; 6) Race Matters: An Added Hardship on the Journey; and 7) Roadmaps for the Next Travelers. The findings provided insight into the major factors that African American women leaders believe have contributed to or impeded their rise within higher education. The factors, in part, contributing to the participant's advancement included their faith in a higher being and artifacts in their offices to inspire them during difficult times; a circle of counselors that comprise family and mentoring support to advise them; education and professional development; the desire to make a difference, being passionate about serving others, and having a voice at the table; and claiming their racial and gender identities as strengths. The factors that impeded the participants' advancement were race and gender bias, exclusionary practices, stereotypes and coded language, unfair hiring practices, loneliness and isolation, not enough voices at the proverbial table, and lastly, the costs of life choices. More research is needed and policies developed to aid higher education senior administrators in preparing young African American women leaders for high-level positions in higher education administration."--Abstract, p. 1.
Author: Michael Charles Walker
Publisher:
ISBN:
Category : African American women
Languages : en
Pages : 162
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Book Description
African American women hold unique experiences in the pursuit of leadership roles within faith-based colleges and universities. Since leadership occurs within a cultural context, there is sound reason to explore if transformational leadership behavior could positively impact the lived experiences of African American women within faith-based colleges and universities who seek to enter into leadership roles. The survey was cross-sectional with data collected at one period and returned to the researcher. This research design utilized qualitative interview as the means of data collection. Five open-ended research questions guided the research study. Women were qualified for sampling with employment at a Christian college or university located in the eastern, midwestern, southern and western regions of the United States with active participation in or not in the Council of Christian Colleges and Universities (CCCU). The purpose of this phenomenological study is to understand the lived experiences among African American women seeking leadership roles in faith-based higher education institutions. The study sought to discover if African American women perceive the presence of transformational leadership behavior within the organizational culture and leadership structure of faith-based higher education institutions in their pursuit of leadership positions.
Author: Lydia B Camara
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 0
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Book Description
While women may occupy the majority of administrative roles on college campuses, the glass ceiling persists as an obstacle for female leaders aspiring to the presidency (Warner et al., 2018). The American Council on Education (ACE, 2017a) reports that as of 2016, women represented 30% of college presidents in the United States. Although the number of female presidents has increased slightly over 10% in as many decades, these data show that the increase is largely reflected in associate-granting and special-focus institutions (ACE, 2017a). Given the dearth of female college presidents, this phenomenological study explored the lived experience of female college presidents and their perceptions of the glass ceiling along their pathway to the presidency. Recognizing that society traditionally views leadership traits as male oriented, (Ekine, 2018; Enloe, 2017), the conceptual frameworks of Role Congruity Theory (RCT) and Social Identity Theory (SIT) informed the design of the study and interpretation of the findings to address this dissonance. Thus, the following overarching research question guided this study: What is the lived experience of female college presidents regarding their journey to becoming a college president? Primary participants comprised retired female college presidents (N=9) with varying years of experience as a president, who represented two-year or four-year institutions within the Northeast. Content experts (N=2) provided context for the study. Reflective questionnaires followed each presidential interview (N=5), and analysis of extant documents (N=75-100) supplemented primary data sources. Moustakas’ (1994) analysis strategy was applied to interview data; content analysis (Krippendorff & Bock, 2008) was applied to all extant documents. A researcher-generated essence statement of the lived experience of female college presidents was grounded in the data. Four themes emerged from the data: 1) The Curved Path, 2) You. Need. Friends!, 3) Watch Out for Landmines, and 4) Better, But Still No Piece of Cake! Campus stakeholders may benefit from learning how to support female presidents in their roles, as well as promote gender parity within their institutions. Furthermore, findings may inform the governing boards regarding the policies needed to dismantle structural barriers to female advancement in the academy.
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.
