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Exploring Experiences of African American Women Ascending to Leadership Positions in Higher Education

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Title: Exploring Experiences of African American Women Ascending to Leadership Positions in Higher Education
Language: English
Authors: Jordan A. Cockrell
Source: ProQuest LLC. 2023Ed.D. Dissertation, Walden University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 141
Publication Date: 2023
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: Females, African Americans, Leaders, Higher Education, Experience, Disproportionate Representation, Leadership Role, Influences, Attitudes
ISBN: 979-83-8060-244-0
Abstract: African American women have been underrepresented in top leadership positions in colleges and universities, facing social challenges and systems of oppression related to race, class, gender, and marginalization as they strived to advance to top leadership positions. This basic qualitative study, investigating the perceptions of 12 African American women from various parts of the United States who have attained leadership positions in higher education, helped to identify the contributing factors to the disproportionate representation of African American women in leadership roles. Black feminist thought, as outlined by Collins, served as the conceptual framework for this research, focusing specifically on the journeys of Black women into top leadership positions and their experiences upon securing these roles. Semi-structured interviews were conducted to gather data and interpret the findings using Merriam and Tisdell's six-step approach. The African American women participating in this research identified several factors contributing to the underrepresentation of African American women in top leadership positions. These included experiences related to visibility, institutional practices, management of external expectations, encounters with discrimination, and the receipt of various types of support. The insights derived from this research can guide institutional leaders in reassessing and refining their practices, policies, and strategies, thereby fostering more equitable and inclusive leadership experiences and opportunities for African American women aspiring to top leadership positions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30690865
Accession Number: ED640081
Database: ERIC
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  Data: African American women have been underrepresented in top leadership positions in colleges and universities, facing social challenges and systems of oppression related to race, class, gender, and marginalization as they strived to advance to top leadership positions. This basic qualitative study, investigating the perceptions of 12 African American women from various parts of the United States who have attained leadership positions in higher education, helped to identify the contributing factors to the disproportionate representation of African American women in leadership roles. Black feminist thought, as outlined by Collins, served as the conceptual framework for this research, focusing specifically on the journeys of Black women into top leadership positions and their experiences upon securing these roles. Semi-structured interviews were conducted to gather data and interpret the findings using Merriam and Tisdell's six-step approach. The African American women participating in this research identified several factors contributing to the underrepresentation of African American women in top leadership positions. These included experiences related to visibility, institutional practices, management of external expectations, encounters with discrimination, and the receipt of various types of support. The insights derived from this research can guide institutional leaders in reassessing and refining their practices, policies, and strategies, thereby fostering more equitable and inclusive leadership experiences and opportunities for African American women aspiring to top leadership positions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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        PageCount: 141
    Subjects:
      – SubjectFull: Females
        Type: general
      – SubjectFull: African Americans
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      – SubjectFull: Leaders
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      – SubjectFull: Higher Education
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      – SubjectFull: Experience
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Leadership Role
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      – SubjectFull: Influences
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      – SubjectFull: Attitudes
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