African American women are represented at a disproportionate rate in leadership positions at institutions of higher education. This population has increased numerically, yet it is not reflective in Black women’s likelihood to hold upper-level administrative positions on the university campus. This study explores five African American women’s experiences with recruitment, retention and career ascension at Predominantly White Institutions through a phenomenological lens using semi-structured interviews. African American women find themselves not being fully represented throughout the literature and society, as women issues tend to center around White women’s experiences and Black issues tend to revolve around Black male identities and experiences. This study identifies three overarching themes: System Support, Identity Politics, and Professional Limitations. The themes illustrate the experiences of the participants in higher education as administrators.
|Commitee:||Evans, Deneen, Yamamoto, Julie|
|School:||Northwest Nazarene University|
|School Location:||United States -- Idaho|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Black studies, Womens studies, African American Studies|
|Keywords:||African American, Black, Career, Leadership, Phenomenology, Women|
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