The “Double-Whammy” of Being Black and a Woman in Higher Education Leadership

2019 ◽  
pp. 84-104
Author(s):  
Stephanie R. Logan ◽  
Harriette Scott Dudley
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Black Women ◽  
Critical Race Theory ◽  
Liberal Arts ◽  
Department Chair ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Gendered Identities ◽  
New Community

The purpose of this chapter is to inform readers and to expand their understandings about specific challenges and solutions that are associated with the leadership of Black women in higher education. In particular, this chapter will present the views and experiences of two African American females, one being a new department chair at a small liberal arts college and the other being a new community college dean, committed to social justice and servant leadership. Using critical race theory, Black feminist perspectives, and intersectionality, the authors seek to document their investigation of society and culture through the sharing of their own lived experiences. Through their auto-ethnographies, the authors also answer the call to discuss how racial and gendered identities inform leadership development in order to challenge hegemonic discourses in higher education leadership.

The “Double-Whammy” of Being Black and a Woman in Higher Education Leadership

2021 ◽  
pp. 1545-1565
Author(s):  
Stephanie R. Logan ◽  
Harriette Scott Dudley
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Black Women ◽  
Critical Race Theory ◽  
Liberal Arts ◽  
Department Chair ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Gendered Identities ◽  
New Community

The purpose of this chapter is to inform readers and to expand their understandings about specific challenges and solutions that are associated with the leadership of Black women in higher education. In particular, this chapter will present the views and experiences of two African American females, one being a new department chair at a small liberal arts college and the other being a new community college dean, committed to social justice and servant leadership. Using critical race theory, Black feminist perspectives, and intersectionality, the authors seek to document their investigation of society and culture through the sharing of their own lived experiences. Through their auto-ethnographies, the authors also answer the call to discuss how racial and gendered identities inform leadership development in order to challenge hegemonic discourses in higher education leadership.

Resilient Leadership: A Phenomenological Exploration Into How Black Women in Higher Education Leadership Navigate Cultural Adversity

2021 ◽  
pp. 002216782110030
Author(s):  
Nuchelle L. Chance
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Stereotype Threat ◽  
Role Models ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Women In Leadership ◽  
Women In Higher Education ◽  
Motivation Factors ◽  
Resilient Leadership

This article explores adversity and the lived experiences of Black women in higher education leadership. Using phenomenology, this study specifically explores how Black women in higher education leadership navigate the adverse challenges of intersectionality, stereotype threat, and tokenism. Black women in leadership undergo adversity including limited role models, the concrete ceiling, and the intersectionality of racism, sexism, and ageism, as well as tokenism. The current findings validate that Black women in higher education leadership experience adversity. Some of the more salient codes that emerged were discrimination such as racism, sexism, ageism, and the intersection of these challenges with identity, cultural diversity and belonging, resilience, and leadership callings. Referred to as “superwomen,” Black women are resilient and strong. The results of this study reveal that Black women use adversity as fuel, thus helping them develop the necessary skills to prepare them for leadership. Their strength through adversity is driven by the resilience that has manifested as motivation factors such as family and relationships, mentorship and sponsorship, as well as the support of cultural identity and diversity. The current findings support the notion that adversity shapes Black women into leaders with an emphasis on higher education leadership.

The Challenges and Responsibilities of White Women in Leadership

2021 ◽  
pp. 462-480
Author(s):  
Tenisha Tevis
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
White Women ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Women In Leadership ◽  
Feminist Perspective ◽  
Future Research ◽  
Critical Race ◽  
Race Theory

Drawing on a larger study that initiated a dialogue about race and inclusion, the author examined the challenges and responsibilities of White women in higher education leadership through the lens of critical race theory. Though there is a need for women, from a feminist perspective, to confront the trend that higher education leadership continues to be White and male, there is more so a need for White women to interrogate the normative and oppressive nature of Whiteness. Because Whiteness is said to be overlooked within the narrative of feminism, White women are accused of perpetuating racism. Yet, very little research explores what happens when White women, particularly in higher education leadership, interrogate Whiteness. Contributing to the bodies of research on feminism, racism, Whiteness, and leadership within the context of higher education, the author presents strategies that could address the polarizing effects of feminism; discusses implications that go beyond institutional type; and provides directions for future research.

The Challenges and Responsibilities of White Women in Leadership

2019 ◽  
pp. 125-143
Author(s):  
Tenisha Tevis
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
White Women ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Women In Leadership ◽  
Feminist Perspective ◽  
Future Research ◽  
Critical Race ◽  
Race Theory

Drawing on a larger study that initiated a dialogue about race and inclusion, the author examined the challenges and responsibilities of White women in higher education leadership through the lens of critical race theory. Though there is a need for women, from a feminist perspective, to confront the trend that higher education leadership continues to be White and male, there is more so a need for White women to interrogate the normative and oppressive nature of Whiteness. Because Whiteness is said to be overlooked within the narrative of feminism, White women are accused of perpetuating racism. Yet, very little research explores what happens when White women, particularly in higher education leadership, interrogate Whiteness. Contributing to the bodies of research on feminism, racism, Whiteness, and leadership within the context of higher education, the author presents strategies that could address the polarizing effects of feminism; discusses implications that go beyond institutional type; and provides directions for future research.

scholarly journals Setting a New Global Agenda: Learning from International Approaches to Higher Education Leadership Development

10.28945/4469 ◽  
2019 ◽  
Vol 4 ◽  
pp. 299-306
Author(s):  
Russell Thacker ◽  
Sydney Freeman Jr. ◽  
Daniel RL Campbell
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Best Practices ◽  
Research Agenda ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Development Programs ◽  
Field Of Study ◽  
Leadership Development Programs ◽  
Higher Education Leadership Development

Aim/Purpose: This paper establishes a research agenda for learning from global approaches to higher education as a field of study by encouraging research into new methods and practices in leadership development from emerging scholars and practitioners around the world. Background: Significant growth has occurred in the number of academic programs, research centers, and scholars serving in the field of higher education in the last two decades. This presents an opportunity to expand methods and practices in a new and global direction. Methodology: Conceptual essay Contribution: We identify the need to expand research on higher education as a field of study beyond national and Western constructs. Findings: Several specific initiatives, resources, and potential research areas for future scholars are discussed, including curricular, pedagogical, and programmatic best practices and internal and external leadership development programs in higher education. Recommendations for Practitioners: By adopting best practices in leadership development from other national or regional settings, faculty who prepare higher education leaders can inspire innovation in their leadership development programs and reach diverse audiences. Recommendation for Researchers: Researchers in the field of study of higher education can use recently available resources to access global perspectives on the study of leadership development in higher education. Impact on Society: The development of professional leaders in higher education is critical to the future of social and economic development. Understanding the innovative approaches utilized by other countries for higher education leadership development can improve leader preparation efforts everywhere. Future Research: A concise research agenda is set forward for future scholars and practitioners.

Higher Education Leadership and Governance in the Development of the Creative and Cultural Industries in Kenya

2017 ◽  
Author(s):  
Emily A. Akuno ◽  
Donald O. Ondieki ◽  
Peter L. Barasa ◽  
Simon P. Otieno ◽  
Charity M. Wamuyu ◽  
...  
Keyword(s):  
Higher Education ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Cultural Industries

A phenomenological inquiry into the influence of crucible experiences on the leadership development of Black women in higher education senior leadership

2021 ◽  
pp. 174114322110194
Author(s):  
Nuchelle L Chance
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Black Women ◽  
Black People ◽  
Senior Leadership ◽  
Women In Higher Education ◽  
Childhood Experiences ◽  
Phenomenological Inquiry ◽  
Adverse Experiences ◽  
Verbal Assault

Supported by the Crucibles of Leadership theory, this article explores how adverse experiences influence the leadership development of Black women in higher education senior leadership. I use phenomenology to explore how these leaders’ adverse lived experiences manifested as transformative crucible experiences with resilience, thus promoting leadership development. Black people have been continuously subject to adversity, while Black women have overcome the compounded adversities resulting from their intersectional identities. Reported lived adversities included physical, sexual, and verbal assault and abuse, adverse childhood experiences such as growing up in poverty, being raised by single parents, being subject to bullying, losing loved ones, discrimination, and health issues. Black women are resilient, and education has proven to be a lifeline regarding adversity, thus promoting leadership capabilities. They use adversity as fuel to overcome adverse crucible experiences, thus developing the necessary skills to prepare them for leadership. The results further reveal that Black women in higher education senior leadership experienced significant adverse experiences that manifested as crucible experiences by overcoming adversity. The findings reveal an association between their ability to develop the necessary leadership skills to advance their career and their lived adverse experiences.

Sign in / Sign up

Export Citation Format

Share Document