Date of Conferral

8-13-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Danette Brown

Abstract

The problem that was addressed in this study is that there is a low number of Black male administrators at community and technical colleges (CTCs) throughout the United States, despite widespread organizational practices of adopting diversity and equity policies, implementing mentoring programs, and providing professional development. The purpose of this basic qualitative study was to explore Black male administrators’ perceptions of hiring barriers and their recommendations to improve the professional pathway to employment at CTCs. Guided by critical race theory in education, data were collected through semistructured interviews with eight Black male administrators who are serving or have served in executive roles at CTCs for at least 3 years. Data were manually and software-assisted analyzed through open and axial coding with the following eight themes emerging: Black male administrators (1) experience systemic barriers to hiring practices, (2) encounter advancement barriers rooted in systemic stereotypes, (3) face pipeline and preparation gaps, (4) distinguish limitations in building social capital and professional networks, (5) feel pressured to validate competence through overperformance, (6) call for improved institutional hiring practices and accountability, (7) advocate for reform in leadership preparation and pipeline programs, and (8) recommend the establishment of a culture of belonging and inclusion. These findings might inform positive social change by compelling CTCs’ leaders to confront systemic bias, invest in equity driven leadership development, and intentionally expand access to administrative roles for Black men. The results would allow for a transformation of policy commitments into tangible, measurable progress toward more inclusive leadership across CTCs.

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