Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Nicole Anderberg

Abstract

AbstractAfrican American women are not retained or advanced in the community college system, resulting in an underrepresentation of African American women in administrative decision-making roles. The purpose of this basic qualitative study was to examine the experiences of African American female leaders in the community college setting and to explore the strategies that these women used to obtain these positions. Semistructured interviews were conducted with seven African American women in decision-making roles within a southeastern state’s community college system. Critical race theory and Black feminist theory helped to inform how race and gender impacted the selection of strategies used by African American women to advance as leaders in a community college. Data analysis began with open coding, moved to categories, and finally five themes emerged as findings from the data: (a) engaging with role models, mentors, and representation as an advancement strategy; (b) learning experiences and failures as an advancement strategy; (c) building relationships as essential to advancement; (d) combating stereotypes as a barrier and the importance of authenticity, and (e) the importance of support from the community and peers. The positive social change implications of the project based on these findings, a 3-day conference for African American women aspiring to a leadership role in the community college, could promote a healthier organizational culture. Diversity in administration potentially provides representation for students from different backgrounds and creation of an institutional culture of inclusion. A healthier organizational culture could have a positive impact on faculty, staff, and student experiences, which in turn would benefit individuals, the community college, and the surrounding community.

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