Date of Conferral

10-21-2025

Degree

Ph.D.

School

Education

Advisor

Sarah Inkpen

Abstract

Black Student Affairs Professionals (SAPros) at predominantly White institutions (PWIs) experience high levels of emotional labor that diminish job satisfaction and increase turnover, threatening workforce diversity and culturally affirming student support. However, limited understanding exists of how emotional labor relates to job satisfaction among Black SAPros at PWIs and whether emotional dissonance mediates this relationship. Grounded in Hochschild’s emotional labor theory, the purpose of this quantitative correlational study was to examine the relationship between emotional labor scores as measured by the Emotional Labor Scale and job satisfaction scores as measured by the Job Satisfaction Survey and to determine whether emotional dissonance scores as measured by the Emotional Dissonance Scale mediated this relationship. Data were collected through an online survey from 86 full-time Black SAPros with at least 1 year of employment at PWIs in the United States. Results of the regression-based analysis indicated that emotional labor was a significant negative predictor of job satisfaction, F(1, 85) = 7.83, p = .006, R² = .085. When emotional dissonance was included, the effect of emotional labor was no longer significant, F(2, 83) = 8.56, p < .001, R² = .171. Based on these results, PWIs could reduce emotional dissonance through better supervision, restorative practices, and systems of care. The implications for positive social change are that reducing emotional dissonance among Black SAPros strengthens retention and increases the likelihood that students, particularly students of color, experience stable, affirming support that promotes belonging, persistence, and success.

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