Social Justice, Visionary, and Career Project: The Discourses of Black Women Leaders at Black Colleges

Author(s):  
Gaetane Jean-Marie
Hypatia ◽  
2019 ◽  
Vol 34 (3) ◽  
pp. 441-463 ◽  
Author(s):  
Felecia Commodore

Historically Black Colleges and Universities (HBCUs) often come under criticism for being havens of conservatism (Harper and Gasman 2008). This conservatism can be found intertwined in some HBCUs’ presidential hiring processes. Focusing on the lack of gender parity in the HBCU presidency, through a Black Feminist Theory lens, I argue that HBCUs using these practices for the selection of Black women presidents create a conflict of self for aspirants who do not authentically subscribe to or perform conservatism. The philosophical ideas of authenticity, self‐esteem, and self‐respect are explored to explain how these expectations create barriers to aspirants achieving their goals and their authentic selves. Subjecting Black women leaders to these practices oppresses aspirants’ need for authenticity and leads to the replication of these conservative ideologies. I conclude that these barriers, in turn, narrow the HBCU presidential pipeline and perpetuate a lack of gender parity in HBCU leadership.


2019 ◽  
Vol 30 (2) ◽  
pp. 146-165
Author(s):  
Tiffany S. Aaron

This critical in-depth interview study examined four Black women principals’ perceptions, descriptions, and enactments of school leadership as it relates to their intersectional identities as being both Black and women. The tenets of Black feminist epistemology and the theory of intersectionality form the conceptual framework of this study. Research demonstrates that Black women leaders’ multiplicative identity as Black and women influences their experiences and perceptions of leadership. The principals’ perceptions of school leadership developed into several categories and two themes: student-centered leadership and perceptions of racial stereotypes and deconstructing perceptions about Black women.


Author(s):  
Elena Sandoval-Lucero ◽  
Tamara D. White ◽  
Judi Diaz Bonacquisti

Reflecting on their mentoring and supervision experiences as Latina and Black women leaders in higher education, this article proposes that Women of Color employees are more effective when supervisors give them space to draw upon their own rich histories and cultural wealth in their professional lives. Viewed through the lens of Relational Cultural Theory, which grew out of the work of Jean Baker Miller and colleagues providing culturally relevant, affirmative supervision is a growth-fostering experience for both employee and supervisor. The tenants of RCT include authenticity, growth-fostering relationships, mutual empathy, and mutual empowerment as aspects of supervision that are particularly effective for employees with multiple intersected identities working in higher education spaces. The authors make recommendations for supervisor training that would allow supervisors to draw upon the cultural capital of their diverse employees to provide healing from oppression and build resilience through validation of cultural assets and approaches to leadership.


Author(s):  
Elena Sandoval-Lucero ◽  
Tamara D. White ◽  
Judi Diaz Bonacquisti

Reflecting on their mentoring and supervision experiences as Latina and Black women leaders in higher education, this article proposes that Women of Color employees are more effective when supervisors give them space to draw upon their own rich histories and cultural wealth in their professional lives. Viewed through the lens of Relational Cultural Theory, which grew out of the work of Jean Baker Miller and colleagues providing culturally relevant, affirmative supervision is a growth-fostering experience for both employee and supervisor. The tenants of RCT include authenticity, growth-fostering relationships, mutual empathy, and mutual empowerment as aspects of supervision that are particularly effective for employees with multiple intersected identities working in higher education spaces. The authors make recommendations for supervisor training that would allow supervisors to draw upon the cultural capital of their diverse employees to provide healing from oppression and build resilience through validation of cultural assets and approaches to leadership.


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