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More than Colleagues: Disrupting Anti-Blackness and Promoting Well-Being through Black Women's Workplace Friendships

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Title: More than Colleagues: Disrupting Anti-Blackness and Promoting Well-Being through Black Women's Workplace Friendships
Language: English
Authors: Terra N. Hall, Terri Massie-Burrell
Source: Journal of Education Human Resources. 2025 43(1):202-222.
Availability: University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: https://www.utpjournals.press/loi/jehr
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Racism, African Americans, Student Personnel Workers, Women Administrators, Females, Work Environment, Critical Race Theory, Feminism, Interpersonal Relationship, Resilience (Psychology), Friendship, Well Being, Persistence, Promotion (Occupational), Gender Bias
DOI: 10.3138/10_Hall_Massie-Burrell_4
ISSN: 2562-783X
Abstract: Anti-Blackness in the academy has the potential to negatively impact relationships between Black Women, which can ultimately influence Black women's retention and career advancement. Through an analysis of existing theories, including workplace friendships, Black feminist thought, and critical race theory, the authors first interrogate how anti-Blackness operates to harm Black women's workplace relationships and then illuminate how Black women student affairs administrators (BWSAAs) disrupt anti-Blackness and resist toxicity and systemic oppression by cultivating and sustaining positive Black women's workplace friendships. BWSAAs and those who supervise, serve with, support, and advocate for them will gain knowledge to help bolster BWSAAs' well-being, retention, and career advancement.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458195
Database: ERIC
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  Value: <anid>AN0184529477;[mmhi]01jan.25;2025Apr21.02:36;v2.2.500</anid> <title id="AN0184529477-1">More Than Colleagues: Disrupting Anti-Blackness and Promoting Well-Being Through Black Women's Workplace Friendships </title> <p>Anti-Blackness in the academy has the potential to negatively impact relationships between Black Women, which can ultimately influence Black women's retention and career advancement. Through an analysis of existing theories, including workplace friendships, Black feminist thought, and critical race theory, the authors first interrogate how anti-Blackness operates to harm Black women's workplace relationships and then illuminate how Black women student affairs administrators (BWSAAs) disrupt anti-Blackness and resist toxicity and systemic oppression by cultivating and sustaining positive Black women's workplace friendships. BWSAAs and those who supervise, serve with, support, and advocate for them will gain knowledge to help bolster BWSAAs' well-being, retention, and career advancement.</p> <p>Keywords: anti-Blackness; Black women; retention; career advancement; well-being; workplace friendships</p> <hd id="AN0184529477-2">Introduction and Contextualization of Anti-Blackness in the Academy</hd> <p>Anti-Blackness is not a new phenomenon in the literature ([<reflink idref="bib12" id="ref1">12</reflink>]; [<reflink idref="bib14" id="ref2">14</reflink>]; [<reflink idref="bib62" id="ref3">62</reflink>]), and while it can manifest in a multitude of ways, at its core, it is the "dehumanization and thus devaluing of Black people, families, communities, and culture (whether intentional or not)" ([<reflink idref="bib35" id="ref4">35</reflink>], p. 567). Historically, Black individuals in the U.S. context have faced racism and prejudice, and U.S. higher education institutions are not immune to this societal disease ([<reflink idref="bib13" id="ref5">13</reflink>]; [<reflink idref="bib23" id="ref6">23</reflink>]; [<reflink idref="bib24" id="ref7">24</reflink>]; [<reflink idref="bib29" id="ref8">29</reflink>]; [<reflink idref="bib53" id="ref9">53</reflink>]; [<reflink idref="bib55" id="ref10">55</reflink>]). Subsequently, in the academy, Black bodies have been and continue to be "disregarded and disdained" ([<reflink idref="bib62" id="ref11">62</reflink>]). With origins in historic exclusion, U.S. colleges and universities continue to uphold and sustain anti-Blackness that impacts students, staff, and faculty. Anti-Blackness in U.S. higher education can present itself in the following ways: student admissions policies ([<reflink idref="bib59" id="ref12">59</reflink>]); curricula ([<reflink idref="bib29" id="ref13">29</reflink>]); hiring, retention, and promotion policies for faculty and staff ([<reflink idref="bib1" id="ref14">1</reflink>]; [<reflink idref="bib3" id="ref15">3</reflink>]; [<reflink idref="bib29" id="ref16">29</reflink>]); and campus climate and culture ([<reflink idref="bib24" id="ref17">24</reflink>]; [<reflink idref="bib38" id="ref18">38</reflink>]; [<reflink idref="bib56" id="ref19">56</reflink>]), among others. Having explored anti-Blackness in the academy broadly, we now turn to specifically describing Black women's marginalization in the academy.</p> <hd id="AN0184529477-3">Black Women's Racialized and Gendered Experiences</hd> <p>Although Black women student affairs administrators (BWSAAs) may serve as a strong part of the workforce, their position in administrative roles is often relegated to entry- and mid-level positions ([<reflink idref="bib50" id="ref20">50</reflink>]). Despite holding educational credentials that should enable them to advance, Black women lag behind White men and women senior-level student affairs administrators ([<reflink idref="bib33" id="ref21">33</reflink>]; [<reflink idref="bib66" id="ref22">66</reflink>]). Within the academy, Black women continue to face experiences where their race is hypervisible, including having their authority questioned by students, those they supervise, and/or colleagues ([<reflink idref="bib48" id="ref23">48</reflink>]); having their ideas overlooked or minimized ([<reflink idref="bib48" id="ref24">48</reflink>]); feeling as if they need to work harder than White individuals to be legitimized ([<reflink idref="bib6" id="ref25">6</reflink>]; [<reflink idref="bib7" id="ref26">7</reflink>]; [<reflink idref="bib30" id="ref27">30</reflink>]; [<reflink idref="bib48" id="ref28">48</reflink>]); and seeing White colleagues advance more quickly than their own career trajectories ([<reflink idref="bib7" id="ref29">7</reflink>]).</p> <p>In addition to marginalizing experiences emerging as a result of their racialized identities, BWSAAs face gendered challenges that compromise their retention and career advancement. Unlike White or even Black men, BWSAAs are often tasked solely with providing nurturing, uplift, and support to students, particularly Black students or students of color ([<reflink idref="bib32" id="ref30">32</reflink>]; [<reflink idref="bib33" id="ref31">33</reflink>]). While these roles are noteworthy, they detract from Black women's ability to focus on efforts that will help them advance their careers ([<reflink idref="bib16" id="ref32">16</reflink>]). Additionally, although family planning and parenting have evolved, women still carry the brunt of child-rearing responsibilities, making it challenging for Black women to navigate balancing career advancement and motherhood ([<reflink idref="bib8" id="ref33">8</reflink>]; [<reflink idref="bib36" id="ref34">36</reflink>]).</p> <hd id="AN0184529477-4">Intersectionality of Race and Gender</hd> <p>Coined by [<reflink idref="bib11" id="ref35">11</reflink>], intersectionality analyzes how intersecting and overlapping identities impact one's experiences with racism and sexism. The complex, intersecting identities of race and gender present unique challenges for Black women living and working in a patriarchal and White-dominant U.S. society ([<reflink idref="bib8" id="ref36">8</reflink>]). Historically, Black women's labor has been exploited and is often only used when convenient ([<reflink idref="bib33" id="ref37">33</reflink>]). Additionally, the Black woman is often misunderstood and mislabeled, including being characterized as an "angry Black Woman" or "a mammy" ([<reflink idref="bib67" id="ref38">67</reflink>]), attributes not commonly applied to Black men or White men and women; these stereotypes have negatively impacted Black women's interactions with others in work and personal relationships ([<reflink idref="bib33" id="ref39">33</reflink>]).</p> <hd id="AN0184529477-5">Workplace Well-Being</hd> <p>In existing literature centered on organizational behavior, workplace well-being has been described in varied ways and can include many intrapersonal, interpersonal, and social constructs ([<reflink idref="bib17" id="ref40">17</reflink>]). Job satisfaction, which includes the positive emotions an individual has toward their work experiences, has been identified as a key component in workplace well-being ([<reflink idref="bib64" id="ref41">64</reflink>]). A second aspect of workplace well-being is organizational commitment, which has been described as one's level of devotion or loyalty to the organization ([<reflink idref="bib47" id="ref42">47</reflink>]). Thriving, another dimension of workplace well-being centers on an individual's evaluation of progress ([<reflink idref="bib58" id="ref43">58</reflink>]). The social dimensions of workplace well-being also include an individual's assessment of their relationships with their colleagues and supervisors ([<reflink idref="bib17" id="ref44">17</reflink>]). These dimensions have the potential to positively or negatively impact individuals' workplace well-being.</p> <hd id="AN0184529477-6">Black Women in Student Affairs</hd> <p>Although denied historical access to U.S. higher education and particularly historically White institutions (HWIs; [<reflink idref="bib5" id="ref45">5</reflink>]; [<reflink idref="bib20" id="ref46">20</reflink>]; [<reflink idref="bib28" id="ref47">28</reflink>]; [<reflink idref="bib37" id="ref48">37</reflink>]; [<reflink idref="bib43" id="ref49">43</reflink>]), like Black men, as a result of the Morrill Acts of 1862 and 1890, primarily Black women were educated at historically Black colleges and universities ([<reflink idref="bib28" id="ref50">28</reflink>]). Ultimately, Black women have persevered and created progress for themselves. Despite being marginalized and undervalued within U.S. society ([<reflink idref="bib8" id="ref51">8</reflink>]), Black women have excelled in every industry, including higher education ([<reflink idref="bib6" id="ref52">6</reflink>]; [<reflink idref="bib30" id="ref53">30</reflink>]; [<reflink idref="bib31" id="ref54">31</reflink>]; [<reflink idref="bib48" id="ref55">48</reflink>]; [<reflink idref="bib66" id="ref56">66</reflink>]). Within the profession of student affairs, Black women's prominence at U.S. colleges and universities has been seen and felt across all functional areas including, but not limited to, housing and residential life, multicultural student programs, student activities, academic advising, and service learning ([<reflink idref="bib66" id="ref57">66</reflink>]).</p> <p>While an initial glance at Black women's employment in student affairs might lead one to deduce that Black women are faring well, especially when compared to Black men and other marginalized identity groups, a closer analysis of the data reveals that, when it comes to senior leadership positions, BWSAAs remain underrepresented ([<reflink idref="bib18" id="ref58">18</reflink>]; [<reflink idref="bib31" id="ref59">31</reflink>]; [<reflink idref="bib66" id="ref60">66</reflink>]). Despite higher graduation rates than other marginalized racialized identity groups, BWSAAs continue to lag White women and men in senior-level roles ([<reflink idref="bib66" id="ref61">66</reflink>]). While there is representation of Black women in student affairs, BWSAAs remain underrepresented in senior student affairs leadership ([<reflink idref="bib66" id="ref62">66</reflink>]). For example, an examination of current vice president student affairs profiles revealed that only 13% were Black compared to 77% who were White (NASPA, 2018). Anti-Blackness, coupled with the intersectionality of race and gender, often results in BWSAAs experiencing biases in the workplace, BWSAAs occupying lower positions and being paid less when in higher level administrative roles at colleges and universities ([<reflink idref="bib50" id="ref63">50</reflink>]).</p> <hd id="AN0184529477-7">Black Women's Workplace Well-Being</hd> <p>While under-researched, a growing body of literature centers Black women's workplace well-being and reveals the racism and sexism experienced by Black women in professional workspaces ([<reflink idref="bib25" id="ref64">25</reflink>]; [<reflink idref="bib42" id="ref65">42</reflink>]). While work is at times stressful for all individuals, racialized and gendered stress compounds Black women's workplace stress ([<reflink idref="bib26" id="ref66">26</reflink>]). Additionally, Black women have reported facing challenges that impeded their workplace well-being, including others presuming their incompetence, experiencing exclusion from social networks at work, feeling pressured to "shift" or alter their vocabulary, and having greater performance expectations than their peers ([<reflink idref="bib15" id="ref67">15</reflink>]; [<reflink idref="bib25" id="ref68">25</reflink>]). These factors contribute to job dissatisfaction among Black Women, even when in professional roles ([<reflink idref="bib42" id="ref69">42</reflink>]), and may negatively impact BWSAAs' workplace well-being.</p> <hd id="AN0184529477-8">Purpose of the Inquiry</hd> <p>Recent and ongoing pandemics in the United States have demanded greater focus on well-being, particularly in the workplace ([<reflink idref="bib69" id="ref70">69</reflink>]). As U.S. colleges endeavor to resurge following campus closures, remote learning, and "the Great Resignation," scholars have exposed the severity of and complications to staff and faculty well-being inherent in higher education ([<reflink idref="bib4" id="ref71">4</reflink>], [<reflink idref="bib21" id="ref72">21</reflink>]; [<reflink idref="bib46" id="ref73">46</reflink>]; [<reflink idref="bib49" id="ref74">49</reflink>]). BWSAAs, however, have historically encountered anti-Blackness, racialized and gendered discrimination, underrepresentation in the workplace, and challenges to their workplace well-being, which all pose threats to their retention and career advancement ([<reflink idref="bib30" id="ref75">30</reflink>]; [<reflink idref="bib31" id="ref76">31</reflink>]; [<reflink idref="bib34" id="ref77">34</reflink>]; [<reflink idref="bib51" id="ref78">51</reflink>]; [<reflink idref="bib66" id="ref79">66</reflink>]). A critical analysis is needed to remedy this historic and lingering crisis.</p> <p>Scholarship is needed that presents solutions to ameliorate BWSAAs' well-being and potentially their retention and career advancement. Therefore, the purpose of this theoretical article is twofold: (a) to illuminate how anti-Blackness operates, which presents barriers to BWSAAs' well-being, retention, and career advancement, and (b) to provide an analysis of how BWSAAs' workplace friendships can positively impact their retention and career advancement with implications for those who work alongside, supervise, engage in allyship with, and seek to support well-being of BWSAAs. We begin this inquiry by first describing our theoretical argument, followed by literature that supports our theoretical argument. Next, we identify recommendations for addressing anti-Blackness and encouraging Black women's workplace friendships at individual, institutional, and systemic levels. As critical scholar-practitioners, we then describe how our identities as Black women have informed our discussion of this topic and close with illuminating the significance for institutions and institutional personnel to devote time, attention, and resources to this topic.</p> <hd id="AN0184529477-9">Theoretical Argument</hd> <p>Racism and its effects on students, staff, and faculty in the academy have been extensively explored in the literature ([<reflink idref="bib13" id="ref80">13</reflink>]; [<reflink idref="bib23" id="ref81">23</reflink>]; [<reflink idref="bib24" id="ref82">24</reflink>]; [<reflink idref="bib29" id="ref83">29</reflink>]; [<reflink idref="bib55" id="ref84">55</reflink>]). Racial battle fatigue helps explain the exhaustion that Black individuals experience living in the U.S. context, where racism is experienced ([<reflink idref="bib56" id="ref85">56</reflink>]). Similarly, anti-Blackness has been costly for Black individuals in the United States and Black women in the academy. In this article, we illuminate how anti-Blackness has negatively impacted BWSAAs' physical and mental health and peer relationships and, ultimately, how an underrepresentation of Black women in the workplace ultimately contributes to consequences upon BWSAAs' well-being, retention, and career advancement. Through the existing literature, we then illustrate how Black women's workplace friendships can help eradicate some of the challenges afflicting BWSAAs' well-being, retention, and career advancement.</p> <p>First, <bold>anti-Blackness in the academy has resulted in daily stressors for BWSAAs, negatively impacting their physical and mental health</bold>. Existing literature has described how "working in a white institution often takes a mental toll on Black Women who must continuously brace themselves against possible attacks predicated largely on race translated by the color of their skin" ([<reflink idref="bib33" id="ref86">33</reflink>], p, 52). The physical strain of being a BWSAA has also been documented, where one BWSAA noted, "It's so tiring because every day I have to be alert. ... I am always conscious of what I wear, what I say, how I say it, and my body language because the slightest thing could be taken out of context and I could be perceived as overly-aggressive and intimidating" ([<reflink idref="bib33" id="ref87">33</reflink>], p. 53). Other scholars have described how Black women in the academy have faced "sexual harassment from an immediate supervisor, budget constraints, denial of programming to increase diverse student enrollment, verbal abuse from African American men, and simply being ignored, isolated, and alienated" ([<reflink idref="bib48" id="ref88">48</reflink>], p. 83). These cumulative effects of racialized and gendered stressors have negative implications for BWSAAs' physical and mental well-being.</p> <p>Second, <bold>anti-Blackness has negatively impacted BWSAAs' peer relationships</bold>. When BWSAAs do make attempts to establish relationships with their colleagues, these interactions are often contradictory to what they were seeking and not positive in nature ([<reflink idref="bib31" id="ref89">31</reflink>]). As a result of anti-Blackness and historic racism and discrimination, even relationships between and among BWSAAs and their same-raced peers can be strained ([<reflink idref="bib30" id="ref90">30</reflink>]). Unfortunately, the "historical effects of oppression due to race and gender may have left many African Americans suspicious and/or with unrealistic expectations of other African Americans and females in power particularly at predominantly white institutions (PWIs)" ([<reflink idref="bib30" id="ref91">30</reflink>], p. 11). Subsequently, relationships among Black women colleagues may be riddled with distrust, unrealistic expectations, and unhealthy conflict.</p> <p>As a result of anti-Blackness, some BWSAAs experience conflict with different-raced peers who do not seem to understand or appreciate Black women's worldviews ([<reflink idref="bib30" id="ref92">30</reflink>]), which translates into being problematic for creating and sustaining friendships. Different from authentic friendships, BWSAAs are often confronted with disdain and scornfulness when engaging with different-raced colleagues ([<reflink idref="bib31" id="ref93">31</reflink>]).</p> <p>In addition to challenges in forming and sustaining relationships with different-raced peers, scholars have also uncovered how some BWSAAs experience their authority and leadership being questioned and challenged by different-raced colleagues and direct reports ([<reflink idref="bib30" id="ref94">30</reflink>]; [<reflink idref="bib33" id="ref95">33</reflink>]). For example, an exploration into working relationships managed by BWSAAs revealed tensions between BWSAAs and the White women they supervised, which were predicated on "long-held perceptions and assumptions" ([<reflink idref="bib33" id="ref96">33</reflink>], p. 58). This scholarship illuminated how, in both collegial and supervisory relationships, BWSAAs encounter challenges with different-raced peers and that further research is needed to illuminate "how women of different ethnicities relate to each other in the workplace" ([<reflink idref="bib33" id="ref97">33</reflink>], p. 58). Ultimately, these interactions with peers and colleagues negatively contribute to BWSAAs' well-being, retention, and career advancement.</p> <p>Finally, <bold>an underrepresentation of Black Women negatively affects BWSAAs' well-being, retention, and career advancement</bold> ([<reflink idref="bib30" id="ref98">30</reflink>]; [<reflink idref="bib31" id="ref99">31</reflink>]; [<reflink idref="bib33" id="ref100">33</reflink>]). Due to underrepresentation, BWSAAs are often tasked with additional labor and university service obligations ([<reflink idref="bib31" id="ref101">31</reflink>]; [<reflink idref="bib33" id="ref102">33</reflink>]), leaving little professional time to focus on tasks that would support their career advancement. Additionally, when institutions fail to have limited representation of Black women leadership, BWSAAs cannot engage and connect with same-race peers for mentorship and support, leading to feelings of loneliness and isolation ([<reflink idref="bib48" id="ref103">48</reflink>]). Within some departments, functional areas, and even institutions at large, there may be only one or a few Black Women, thereby making engaging and receiving mentorship a challenge ([<reflink idref="bib31" id="ref104">31</reflink>]). These issues, whether experienced individually or in tandem, pose significant barriers to BWSAAs' well-being, retention, and career advancement.</p> <p>Having stated these barriers, we offer that Black women's workplace friendships can help to ameliorate some of the challenges experienced by BWSAAs. To that end, we now turn to describing existing frameworks that will help us to analyze Black women's workplace friendships as a potential solution to this historic and ongoing crisis.</p> <hd id="AN0184529477-10">Literature Supporting Theoretical Argument</hd> <p>Thus far, we have interrogated anti-Blackness in the academy and illuminated how it strategically works to undermine Black women's workplace friendships, with consequences for BWSAAs' well-being, retention, and career advancement. By explicitly naming anti-Blackness and how it functions, we disrupt the power that it has held and offer BWSAAs the agency to develop sustainable workplace friendships that can become vital for their retention and progression.</p> <p>We analyzed three different theories and concepts to help facilitate our intention of disrupting anti-Blackness and develop an understanding of Black women's workplace friendships. Specifically, we drew from workplace friendships ([<reflink idref="bib52" id="ref105">52</reflink>]), Black feminist thought (BFT; [<reflink idref="bib8" id="ref106">8</reflink>]), and critical race theory (CRT; [<reflink idref="bib54" id="ref107">54</reflink>]; [<reflink idref="bib55" id="ref108">55</reflink>]). We have provided a brief overview of each concept followed by a synopsis of how they relate to our topic.</p> <hd id="AN0184529477-11">Workplace Friendships</hd> <p>Given the amount of time that individuals spend at work, relationships with others are common. Close proximity to others in the workplace provides an opportunity for the development of friendships, and, among other benefits, can provide "support and guidance" ([<reflink idref="bib52" id="ref109">52</reflink>], p. 292). Additionally, workplace friendships positively contribute to employee retention and overall organizational structure ([<reflink idref="bib52" id="ref110">52</reflink>]).</p> <hd id="AN0184529477-12">BFT</hd> <p>BFT is grounded in the belief that Black women are legitimate knowers who do not require the validation of Westernized epistemologies and processes ([<reflink idref="bib8" id="ref111">8</reflink>]). Thus, Black women possess the power to hold both the questions and answers. Using BFT, Black women's experiences within the academy are not minimized, undervalued, or further oppressed.</p> <hd id="AN0184529477-13">CRT</hd> <p>With origins in legal studies, CRT has been applied to educational settings ([<reflink idref="bib41" id="ref112">41</reflink>]; [<reflink idref="bib54" id="ref113">54</reflink>]; [<reflink idref="bib55" id="ref114">55</reflink>]). Along with other core tenets, CRT centralizes race and racism and focuses on the lived experiences of people of color (POC). According to CRT, racism is systemic and affects all aspects of life for POC.</p> <p>The combination of workplace friendships, BFT, and CRT provided us a framework for not only interrogating and disrupting anti-Blackness but also understanding how Black Women's workplace friendships can be used as a tool to resist anti-Blackness while simultaneously positively contributing to BWSAAs' well-being, retention, and career advancement. When compounded, these concepts and theories enabled us to critically analyze how, while anti-Blackness serves to impede the development and preservation of Black women's workplace friendships, we conceptualized that there are benefits of investing in and preserving Black women's workplace friendships.</p> <hd id="AN0184529477-14">Authors' Positionality</hd> <p>We acknowledge our identities as Black women scholar-practitioners who were former colleagues working at a PWI. Within a short time, we developed a collegial relationship that subsequently resulted in a friendship. While there, we witnessed efforts to silence Black women and refrain them from developing, engaging, and sustaining workplace friendships. While we are no longer employed by that institution, our friendship that transcends time and space remains. To that end, we remain committed to disrupting anti-Blackness and helping BWSAAs develop and sustain healthy and mutually beneficial workplace friendships.</p> <hd id="AN0184529477-15">Discussion of the Argument</hd> <p>Despite its historic roots, a review and analysis of current literature reveals that contemporary anti-Blackness continues to operate in higher education ([<reflink idref="bib13" id="ref115">13</reflink>]; [<reflink idref="bib24" id="ref116">24</reflink>]; [<reflink idref="bib29" id="ref117">29</reflink>]; [<reflink idref="bib55" id="ref118">55</reflink>]). Sadly, many of the same challenges that plagued Black individuals in the academy in previous decades continue ([<reflink idref="bib31" id="ref119">31</reflink>]).</p> <p>Despite mission statements professing diversity, equity, and inclusion or efforts to increase racial diversity on campus, BWSAAs continue to have direct and indirect experiences with racism and discrimination ([<reflink idref="bib30" id="ref120">30</reflink>]; [<reflink idref="bib48" id="ref121">48</reflink>]). Despite educational attainment and some career advancement, as a result of anti-Blackness, BWSAAs face barriers to their advancement to senior-level positions. Unlike other identity groups, "earning a terminal degree is not necessarily a positive correlate of advancement into chief student affairs officer positions" ([<reflink idref="bib66" id="ref122">66</reflink>], p. 80) for Black women. Even with requisite educational credentials, Black women in student affairs overwhelmingly occupy entry- or mid-level positions ([<reflink idref="bib66" id="ref123">66</reflink>]).</p> <p>Among other influences, anti-Blackness negatively impacts perceptions about Black women. Subsequently, the pervasiveness of anti-Blackness in higher education negatively impacts Black women's workplace friendships. While others in the workplace may not have to hide their emotions in the workplace, Black women's expression of emotion or frustration is often perceived negatively by others in the academy ([<reflink idref="bib9" id="ref124">9</reflink>]). Additionally, the dominance of Whiteness has the propensity to create avoidance, mistrust, and skepticism among Black women in creating friendships with one another ([<reflink idref="bib30" id="ref125">30</reflink>]; [<reflink idref="bib31" id="ref126">31</reflink>]), and anti-Blackness has resulted in internalized racism within some Black women ([<reflink idref="bib63" id="ref127">63</reflink>]), where "target members tragically end up colluding with their own oppression" ([<reflink idref="bib57" id="ref128">57</reflink>], p. 130).</p> <p>Being a BWSAA comes with immeasurable stress and affects one's physical and mental health ([<reflink idref="bib33" id="ref129">33</reflink>]), whereas on a daily basis, Black women encounter racialized and gendered experiences that contribute to their exhaustion ([<reflink idref="bib19" id="ref130">19</reflink>]), including spending time reshaping the narrative that coworkers create about them that is often stereotypical and potentially damaging to their careers ([<reflink idref="bib67" id="ref131">67</reflink>]). Scholars have well-documented how BWSAAs "face an incredible amount of distress as a result of these racially motivated, pervasive psychological assaults" ([<reflink idref="bib31" id="ref132">31</reflink>], p. 6). Historic and persistent anti-Blackness has created situations in which some BWSAA are stressed and feel that they have to work themselves to illness in order to be valued and validated within their positions ([<reflink idref="bib6" id="ref133">6</reflink>]).</p> <p>Despite these challenges to BWSAAs' well-being, retention, and career advancement, Black women's workplace friendships offer possible solutions to some of these challenges. In the following, in conversation with existing literature and the theories undergirding our theoretical argument, we describe the career and well-being benefits associated with Black women's workplace friendships.</p> <hd id="AN0184529477-16">Career Benefits</hd> <p>One of the tenets of CRT, the permanence of racism ([<reflink idref="bib54" id="ref134">54</reflink>]; [<reflink idref="bib55" id="ref135">55</reflink>]), coupled with gendered oppression, have helped us critically analyze how BWSAAs experience tension in the workplace ([<reflink idref="bib30" id="ref136">30</reflink>]). Through our analysis, we have also come to understand the frustration that BWSAAs feel when navigating their careers. Yet, we gained an appreciation for how Black women's relationships hold the potential to benefit BWSAAs' career development and advancement in higher education ([<reflink idref="bib22" id="ref137">22</reflink>]). Despite marginalization, our analysis illuminated how Black Women's workplace friendships can initiate a "collective energy" ([<reflink idref="bib31" id="ref138">31</reflink>], p. 12) that is mutually beneficial.</p> <p>By fully attending to Black Women's voices about their experiences ([<reflink idref="bib8" id="ref139">8</reflink>]), we have gleaned an understanding of how workplace friendships can help BWSAAs resist intersecting oppressions. For example, analyzing the existing literature on "sister-circles," counterspaces, and other communal spaces for Black women ([<reflink idref="bib60" id="ref140">60</reflink>]; [<reflink idref="bib65" id="ref141">65</reflink>]) helped us understand how BWSAAs' careers could be positively impacted by workplace friendships. We were also able to appreciate how Black women's workplace friendships can be particularly helpful for "new student affairs administrators to understand the culture and expectations of the work-place" ([<reflink idref="bib30" id="ref142">30</reflink>], p. 9).</p> <p>In the literature, scholars described how BWSAAs benefited from their workplace friendships, specifically by gaining knowledge and advice regarding the workplace culture, resources, and professional development opportunities ([<reflink idref="bib30" id="ref143">30</reflink>]; [<reflink idref="bib33" id="ref144">33</reflink>]). Black women's workplace friendships give BWSAAs an outlet to process and problem-solve relationships with their colleagues and supervisors ([<reflink idref="bib65" id="ref145">65</reflink>]), a social component of workplace well-being ([<reflink idref="bib17" id="ref146">17</reflink>]). They also provide Black women an opportunity to "share and exchange ideas related to their personal and professional development" ([<reflink idref="bib31" id="ref147">31</reflink>], p. 11) and enable Black women to share their own stories and explore their inner selves. [<reflink idref="bib40" id="ref148">40</reflink>] illustrated the significance of networking opportunities for Black women, particularly among those who had aspirations of attaining senior leadership. [<reflink idref="bib65" id="ref149">65</reflink>] also found that Black women who attended a summit that was sponsored by a national conference and became friends relied on one another when job searching and as they contemplated career moves. Specifically, these relationships served BWSAAs by being "a significant motivator in helping them visualise [<emph>sic</emph>] themselves in similar leadership roles" ([<reflink idref="bib65" id="ref150">65</reflink>], p. 10). Ultimately, these workplace friendships may positively influence BWSAAs' job satisfaction ([<reflink idref="bib64" id="ref151">64</reflink>]), commitment to the organization ([<reflink idref="bib47" id="ref152">47</reflink>]), and perceptions of their ability to thrive at their respective institutions ([<reflink idref="bib58" id="ref153">58</reflink>]), all elements of workplace being. These positive impacts will not only influence BWSAAs' retention in the academy but can be just as beneficial for institutions ([<reflink idref="bib33" id="ref154">33</reflink>]).</p> <hd id="AN0184529477-17">Building Community</hd> <p>Despite anti-Blackness, Black women can resist the effects of White dominance and intentionally seek to create and sustain workplace friendships with other Black women. Civility is essential in the workplace, and friendships work to suppress and combat anti-Blackness ([<reflink idref="bib35" id="ref155">35</reflink>]). Black women's engagement in workplace friendships with other Black women can help them practice self-care and offer access to positive outlets that will protect their well-being ([<reflink idref="bib31" id="ref156">31</reflink>]). Participants in a Student Affairs Administrators in Higher Education (NASPA) Summit for Black women expressed appreciation for "the level of transparency ... in the sister circle discussions" ([<reflink idref="bib65" id="ref157">65</reflink>], p. 12). These encounters allowed Black women to be seen and heard. Most importantly, through these communal spaces and workplace friendships, Black women experience a greater sense of belonging while having the opportunity to practice relationship building that results in greater productivity, heightened morale, and appreciation ([<reflink idref="bib33" id="ref158">33</reflink>]).</p> <p>Engaging in community with others of shared racial and gender identities has been a positive coping strategy for BWSAAs in the workplace ([<reflink idref="bib30" id="ref159">30</reflink>]; [<reflink idref="bib31" id="ref160">31</reflink>]), as the collaboration between women with similar lived experiences is inspiring and the bond helps BWSAAs rise above the negative effects of anti-Blackness. Where there might be hesitancy to engage in workplace friendships with different-raced peers because of a lack of understanding ([<reflink idref="bib30" id="ref161">30</reflink>]), having a shared identity between peers helps ease this tension. One BWSAA who served as a dean at her university described the value of her Black colleagues this way: "I think about ... that network of people who get you and who you can just, sit down and sip some tea with" ([<reflink idref="bib6" id="ref162">6</reflink>], p. 179). Black women in the workplace also connect over shared values which may include family, faith, education, and personal interests ([<reflink idref="bib31" id="ref163">31</reflink>]). For example, one BWSAA reflected on her shared time with her Black colleagues, noting that "we had Black lunch, where it's just a bunch of us. ... This is our time to be together and fortify each other or complain about stuff that other people wouldn't understand. We talk about therapy, we give recommendations on church, you know, whatever it is" ([<reflink idref="bib6" id="ref164">6</reflink>], p. 179). In this way, through workplace friendships, BWSAAs can take agency for their own thriving, a necessary component for workplace well-being ([<reflink idref="bib58" id="ref165">58</reflink>]).</p> <p>BWSAAs need a team to uplift and provide reinforcement when they are stressed in unhealthy work environments ([<reflink idref="bib44" id="ref166">44</reflink>]); this support may positively contribute to their retention in the academy. For example, when reflecting on her Black women work community, one BWSAA indicated how the space "really is necessary and it has kept me here on the days when I have been like, listen, after lunch, I'm just going to go home and not come back" ([<reflink idref="bib6" id="ref167">6</reflink>], p. 179). However, due to a lack of representational diversity, there may be limited opportunities for Black women to connect with and be supported by mirror-image colleagues in the workplace ([<reflink idref="bib10" id="ref168">10</reflink>]; [<reflink idref="bib39" id="ref169">39</reflink>]). Consequently, Black women may have to explore external campus support to curate workplace friendships. Seeking external friendships and taking responsibility for their own development could be the only viable option when Black women colleagues in mid- to senior-level positions at most PWIs are limited ([<reflink idref="bib33" id="ref170">33</reflink>]; [<reflink idref="bib66" id="ref171">66</reflink>]). Therefore, social media, virtual communities, and conferences provide BWSAAs invaluable opportunities that can supplement face-to-face interactions ([<reflink idref="bib68" id="ref172">68</reflink>]) and allow BWSAAs to expand their personal networks outside of their respective campuses.</p> <p>Eliminating anti-Blackness in the academy may not be attainable; however, Black women's workplace friendships can provide BWSAAs with possible solutions for ameliorating some of their challenges while positively impacting their well-being, retention, and career advancement. Having described how BWSAAs can gain career benefits and support for their own well-being through Black women's workplace friendships, we now turn to offering institutional and individual recommendations for disrupting anti-Blacking and enabling Black women's workplace friendships, as well as recommendations for future research.</p> <hd id="AN0184529477-18">Recommendations</hd> <p>Our analysis has expanded collective knowledge regarding how Black women's workplace friendships can disrupt anti-Blackness and provide BWSAAs with benefits toward their retention, career advancement, and well-being. Given this expansion of knowledge, we close with several implications for practice and future research, particularly directly to those interested in supporting BWSAAs. While we agree with scholars who believe that "Black women should not be solely responsible for supporting ourselves" ([<reflink idref="bib6" id="ref173">6</reflink>], p. 183), we do address recommendations to BWSAAs who endeavor to remain, advance, and thrive in this field. We also offer recommendations to scholars with considerations for future research.</p> <hd id="AN0184529477-19">Recommendations for Practice</hd> <p>First, given that "sister circles" and other communal spaces have benefited Black women ([<reflink idref="bib60" id="ref174">60</reflink>]; [<reflink idref="bib65" id="ref175">65</reflink>]), providing them with "a safe and confidential place where they could talk about challenges they were facing as African American women and seek advice about how to navigate these experiences successfully" ([<reflink idref="bib65" id="ref176">65</reflink>], p. 10), we urge institutions and institutional personnel who espouse goals of being anti-oppressive ([<reflink idref="bib61" id="ref177">61</reflink>]) to be intentional in creating spaces on-campus where BWSAAs can commune together without questioning or fear of retribution. These counterspaces can serve as platforms where BWSAAs can develop and sustain workplace friendships. Second, in addition to these counterspaces, we agree with a BWSAA who recommended that "the university should have some type of mentoring program so the more seasoned African American administrators can work with the new staff" ([<reflink idref="bib30" id="ref178">30</reflink>], p. 10). Given existing challenges of career advancement for Black women ([<reflink idref="bib33" id="ref179">33</reflink>]; [<reflink idref="bib66" id="ref180">66</reflink>]), institutions and institutional personnel should develop, promote, and create pathways of connection for new and early-career BWSAAs to be able to engage and learn from more experienced and tenured BWSAAs. Again, institutions and institutional personnel, not Black women, bear responsibility for taking action to cultivate these campus spaces where Black women's workplace friendships can develop and flourish. These types of opportunities will enable BWSAAs to gain vital information about the institutions where they serve.</p> <p>Additionally, given the existing literature documenting how Black women are able to develop relationships that evolve into mutually beneficial friendships while attending varied professional development opportunities off-campus ([<reflink idref="bib33" id="ref181">33</reflink>]; [<reflink idref="bib66" id="ref182">66</reflink>]; [<reflink idref="bib68" id="ref183">68</reflink>]), institutions must prioritize, financially invest, and commit to BWSAAs' professional development; this endeavor also supports BWSAAs who experience underrepresentation of Black women on their respective home campuses ([<reflink idref="bib65" id="ref184">65</reflink>]) and are often the "'first" or 'one of the few' or the 'only' Black Woman" ([<reflink idref="bib6" id="ref185">6</reflink>], p. 178). This investment in Black women would result in institutional financial support for BWSAAs to attend opportunities such as webinars, conferences, and national leadership academies, where cross-campus workplace friendships, including both intra-institutional and inter-institutional, can be developed. Current opportunities cited in the existing literature include the African American Women's Summit ([<reflink idref="bib65" id="ref186">65</reflink>]), NASPA's Black Women Summit ([<reflink idref="bib6" id="ref187">6</reflink>]), and the national conference of the [<reflink idref="bib2" id="ref188">2</reflink>].</p> <p>Whereas our previous recommendations were addressed to institutions and institutional personnel, one final recommendation is offered to BWSAAs. We commend BWSAAs who are persisting in anti-Black spaces and for being intentional about creating their own strategies for handling a hostile work environment ([<reflink idref="bib6" id="ref189">6</reflink>]; [<reflink idref="bib30" id="ref190">30</reflink>]; [<reflink idref="bib65" id="ref191">65</reflink>]), and creating "their own support at work ... with friends" ([<reflink idref="bib6" id="ref192">6</reflink>], p. 179). Consistent with history, BWSAAs have and continue to bravely shoulder racialized and gendered oppression and continue to excel ([<reflink idref="bib6" id="ref193">6</reflink>]; [<reflink idref="bib30" id="ref194">30</reflink>]; [<reflink idref="bib31" id="ref195">31</reflink>]; [<reflink idref="bib66" id="ref196">66</reflink>]). Thus, we encourage BWSAAs to continue seeking community, exercising agency, disrupting anti-Blackness, and engaging in workplace friendships with benefits for their own well-being, retention, and career advancement.</p> <hd id="AN0184529477-20">Recommendations for Future Research</hd> <p>In addition to recommendations for practice that will enable BWSAAs to develop and maintain workplace friendships, with benefits for their retention, career advancement, and well-being, we offer several recommendations for future research. First, given that this is a theoretical article, we recommend that scholars employ an empirical approach to collect, interpret, and analyze data centering this topic. We suggest that varied research methods exploring Black women's workplace friendships will expand the literature in ways that will continue to inform the academy and guide BWSAAs to help retain and advance them. Through empirical research, we foresee opportunities to more deeply uncover how Black women's workplace friendships develop and function, with possibilities to focus on career stage (i.e., early, mid, advanced), varied institutional contexts (i.e. predominantly White and historically Black colleges and universities, faith-based, community, public, private, etc.). We also suggest that there are opportunities to explore how, if at all, contemporary contextual factors such as community and national violence directly impacting Black Americans and other marginalized communities might impact BWSAAs' workplace friendships. Ultimately, empirical scholarship will allow for a current understanding of how BWSAAS' workplace friendships are impacting Black women's well-being, retention, and career advancement in the academy.</p> <p>Additionally, whereas this article centered on race and gender to interrogate anti-Blackness and its impact on BWSAAs' workplace friendships, we recognize and welcome the potential opportunity for future research to explore how anti-Blackness negatively affects workplace friendships for other marginalized social identities, including sex, immigration status, ethnicity, and religion. Given historic and ongoing exclusion in the academy across these varied social identities, future scholarship should explore potential relationships between these identities and workplace friendships. We contend that exploring the intersections of these and other social identities would lead to enhanced knowledge beyond what we currently know. This scholarship would also add to the discourse of how individuals with marginalized identities experience higher education generally, with specific emphasis on their workplace friendships. We believe any and all of the aforementioned areas of future research will help build a growing repertoire of understanding within the student affairs and higher education literature concerning workplace friendships in the academy, with potentially positive implications on individuals' retention, career advancement, and well-being.</p> <hd id="AN0184529477-21">Significance and Conclusion</hd> <p>As higher education attempts to rebound following multiple pandemics, the severity of staff disengagement and exodus has been exposed as a central threat ([<reflink idref="bib45" id="ref197">45</reflink>], [<reflink idref="bib46" id="ref198">46</reflink>]; [<reflink idref="bib69" id="ref199">69</reflink>]). Subsequently, an emphasis on staff well-being has become a necessary mechanism for "stopping the bleeding" of staff attrition. For Black women in the academy who have been historically underrepresented, particularly in senior-level administrative positions ([<reflink idref="bib33" id="ref200">33</reflink>]; [<reflink idref="bib66" id="ref201">66</reflink>]), an explicit focus on barriers and solutions to their health, retention, and career advancement is necessary.</p> <p>In this article, we exposed how the systemic efforts of anti-Blackness work to both intentionally and unintentionally keep BWSAAs alienated, in competition with one another, and subjugated to lower level positions. Given ongoing underrepresentation, Black women may continue to have experiences in the academy where their racialized and gendered identities are made hypervisible ([<reflink idref="bib11" id="ref202">11</reflink>]; [<reflink idref="bib27" id="ref203">27</reflink>]), resulting in isolation, exhaustion, and marginalization, all of which have potentially negative implications for BWSAAs' retention and career advancement. However, Black women's lived experiences, scholarship, leadership, and presence greatly contribute to the academy, making their retention critical. Institutions and institutional personnel concerned with Black women's retention, career advancement, and well-being must not only give attention to how anti-Blackness functions but also seek to support solutions aimed at curbing its negative impacts on BWSAAs. Within this theoretical article, we have illuminated one potential opportunity for combating the ill effects of anti-Blackness in the academy, namely, through Black women's workplace friendships.</p> <p>In addition to interrogating anti-Blackness, we uncovered how Black women in the academy have historically and contemporarily resisted anti-Blackness and employed agency and power by developing workplace friendships with one another. Three theoretical concepts, including workplace friendships ([<reflink idref="bib52" id="ref204">52</reflink>]), BFT ([<reflink idref="bib8" id="ref205">8</reflink>]), and CRT ([<reflink idref="bib54" id="ref206">54</reflink>]; [<reflink idref="bib55" id="ref207">55</reflink>]) helped us analyze the existing literature that illuminated how Black women can overcome hegemonic and systemic power and oppression within the academy, demonstrate resistance, and develop authentic and positive workplace friendships with one another. As demonstrated in the existing literature, Black women's workplace friendships have the potential to offer multiple rewards for Black women, including positive effects on physical and mental health, their retention ([<reflink idref="bib19" id="ref208">19</reflink>]), career benefits ([<reflink idref="bib6" id="ref209">6</reflink>]; [<reflink idref="bib22" id="ref210">22</reflink>]; [<reflink idref="bib31" id="ref211">31</reflink>]), and community ([<reflink idref="bib6" id="ref212">6</reflink>]; [<reflink idref="bib30" id="ref213">30</reflink>]; [<reflink idref="bib31" id="ref214">31</reflink>]).</p> <p>Drawing on the existing literature, we provided recommendations to institutions and institutional personnel describing explicit measures that can be employed to support Black women's development and maintenance of workplace friendships. These strategies vary in scope from creating and supporting counterspaces for BWSAAs to connect to providing financial support for BWSAAs to attend professional development opportunities on and off their respective campuses. Due to the ongoing underrepresentation of Black women in the academy, particularly in senior-level positions, a combination of these suggestions may be necessary. We also provided recommendations for future research, including the addition of empirical research for this under-researched topic.</p> <p>Higher education is currently facing an attrition crisis ([<reflink idref="bib21" id="ref215">21</reflink>]; [<reflink idref="bib46" id="ref216">46</reflink>]; [<reflink idref="bib69" id="ref217">69</reflink>]), and solutions to addressing the effects of anti-Blackness must be addressed. Black individuals, and Black women specifically, have historically faced systemic oppression in the United States ([<reflink idref="bib30" id="ref218">30</reflink>]; [<reflink idref="bib31" id="ref219">31</reflink>]; [<reflink idref="bib34" id="ref220">34</reflink>]; [<reflink idref="bib51" id="ref221">51</reflink>]; [<reflink idref="bib66" id="ref222">66</reflink>]). Despite the pervasiveness of anti-Blackness in the academy, Black women's workplace friendships have the potential to positively impact BWSAAs' retention, career advancement, and well-being. We urge institutions and institutional personnel, not solely Black women, to take responsibility and action that will support BWSAAs. The time for action is now.</p> <ref id="AN0184529477-22"> <title> References </title> <blist> <bibl id="bib1" idref="ref14" type="bt">1</bibl> <bibtext> alexander, e. (2022). Feminized anti-Blackness in the professoriate.. 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(2022, July22). More than half of campus staff members are thinking about quitting, survey finds.. The Chronicle of Higher Education. https://<ulink href="http://www.chronicle.com/article/more-than-half-of-campus-staff-members-are-thinking-about-quitting-survey-finds?utm%5fsource=Iterable&utm%5fmedium=email&utm%5fcampaign=campaign%5f4721675%5fnl%5fAfternoon-Update%5fdate%5f20220722&cid=pm&source=ams&sourceid=&cid2=gen%5flogin%5frefresh">www.chronicle.com/article/more-than-half-of-campus-staff-members-are-thinking-about-quitting-survey-finds?utm%5fsource=Iterable&utm%5fmedium=email&utm%5fcampaign=campaign%5f4721675%5fnl%5fAfternoon-Update%5fdate%5f20220722&cid=pm&source=ams&sourceid=&cid2=gen%5flogin%5frefresh</ulink></bibtext> </blist> </ref> <aug> <p>By Terra N. Hall and Terri Massie-Burrell</p> <p>Reported by Author; Author</p> <p></p> <p>Terra N. Hall, PhD. is a Black Woman scholar-practitioner whose higher education experience spans over 20 years in academic and student affairs. Her research interests center on marginalized communities' experiences in the academy; intersections of race and spirituality; and student and staff wellbeing.</p> <p>Terri Massie-Burrell, PhD. possesses the intersecting identities of Black Woman with a Disability. 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  Group: Ti
  Data: More than Colleagues: Disrupting Anti-Blackness and Promoting Well-Being through Black Women's Workplace Friendships
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Terra+N%2E+Hall%22">Terra N. Hall</searchLink><br /><searchLink fieldCode="AR" term="%22Terri+Massie-Burrell%22">Terri Massie-Burrell</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+Human+Resources%22"><i>Journal of Education Human Resources</i></searchLink>. 2025 43(1):202-222.
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  Data: University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: https://www.utpjournals.press/loi/jehr
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  Data: 21
– Name: DatePubCY
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  Data: 2025
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  Label: Document Type
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  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22African+Americans%22">African Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Personnel+Workers%22">Student Personnel Workers</searchLink><br /><searchLink fieldCode="DE" term="%22Women+Administrators%22">Women Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Environment%22">Work Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Race+Theory%22">Critical Race Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Feminism%22">Feminism</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Friendship%22">Friendship</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Persistence%22">Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Promotion+%28Occupational%29%22">Promotion (Occupational)</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Bias%22">Gender Bias</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.3138/10_Hall_Massie-Burrell_4
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2562-783X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Anti-Blackness in the academy has the potential to negatively impact relationships between Black Women, which can ultimately influence Black women's retention and career advancement. Through an analysis of existing theories, including workplace friendships, Black feminist thought, and critical race theory, the authors first interrogate how anti-Blackness operates to harm Black women's workplace relationships and then illuminate how Black women student affairs administrators (BWSAAs) disrupt anti-Blackness and resist toxicity and systemic oppression by cultivating and sustaining positive Black women's workplace friendships. BWSAAs and those who supervise, serve with, support, and advocate for them will gain knowledge to help bolster BWSAAs' well-being, retention, and career advancement.
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  Data: 2025
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  Data: EJ1458195
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        Value: 10.3138/10_Hall_Massie-Burrell_4
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 202
    Subjects:
      – SubjectFull: Racism
        Type: general
      – SubjectFull: African Americans
        Type: general
      – SubjectFull: Student Personnel Workers
        Type: general
      – SubjectFull: Women Administrators
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Work Environment
        Type: general
      – SubjectFull: Critical Race Theory
        Type: general
      – SubjectFull: Feminism
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Friendship
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Persistence
        Type: general
      – SubjectFull: Promotion (Occupational)
        Type: general
      – SubjectFull: Gender Bias
        Type: general
    Titles:
      – TitleFull: More than Colleagues: Disrupting Anti-Blackness and Promoting Well-Being through Black Women's Workplace Friendships
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Terra N. Hall
      – PersonEntity:
          Name:
            NameFull: Terri Massie-Burrell
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2562-783X
          Numbering:
            – Type: volume
              Value: 43
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Education Human Resources
              Type: main
ResultId 1