Dissertation/Thesis Abstract

A Phenomenological Study of the Barriers and Challenges Presented to African American Women in Leadership Roles at Four-Year Higher Education Institutions
by Whitehead, Marquia V., D.E., University of Louisiana at Lafayette, 2017, 194; 10269091
Abstract (Summary)

Researchers have noted that African American women are a triple jeopardy. They are discriminated against because of three aspects: class, race, and gender (Sanchez-Hucles & Davis, 2010). In terms of education, African American women have a long history of educating other individuals, even those outside of their race (Perkins, 2015), as well as being engaged in numerous organizations to build foundations in higher education (Mosley, 1980). Additionally, African American women are leading statistics in college and university enrollment, as well as graduation rates (Howard-Vital, 1989; In Higher Education Black Women, 1997). However, African American women suffer from disadvantages of the glass ceiling in reference to obtaining leadership positions at higher education institutions (Ransby, 2000). This research has explored the disadvantages for African American women in leadership. It has been guided by the overarching research question: what are the influences, barriers, and challenges for African American women in higher education leadership positions? The study will also explore the impact of support and empowerment in guiding the success of women of color in academe.

Indexing (document details)
Advisor: Olivier, Dianne F.
Commitee: Campbell, Kathleen, Montgomery, Paula
School: University of Louisiana at Lafayette
Department: Educational Leadership
School Location: United States -- Louisiana
Source: DAI-A 79/01(E), Dissertation Abstracts International
Subjects: African American Studies, Black studies, Educational leadership, Womens studies, Higher education
Keywords: African-American, Discrimination, Higher education, Leadership, Marginality, Superinvisible, Women educators
Publication Number: 10269091
ISBN: 9780355114447
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