Date of Conferral
8-6-2026
Date of Award
August 2026
Degree
Ph.D.
School
Education
Advisor
Joanna Karet
Abstract
The problem addressed through this study is the gap in the literature on the experiences of African American female faculty in higher education institutions with racial microaggressions while working in predominantly White institutions (PWIs). Grounded in Delgado and Stefancic’s critical race theory, the purpose of this basic qualitative study was to explore African American female faculty’s experiences with racial microaggressions and recommended support their institutions can put in place at PWIs in California. For this basic qualitative design, data were collected through semistructured interviews with 15 African American female faculty members employed at PWIs in California. Through qualitative content analysis, three themes emerged: faculty members confronted challenges by (a) navigating authenticity and belonging, (b) building bridges and resilience, and (c) evaluating historical and present strategies for survival. The findings from this study may promote positive social change by encouraging higher education institutions to establish mentorship networks, strengthen peer support initiatives, and implement targeted institutional funding to reduce racial microaggressions. These strategies can inform the development of more inclusive institutional policies that support the wellbeing and retention of African American female faculty which, in turn, might enhance students' educational experiences and outcomes by providing diverse, well-supported faculty.
Recommended Citation
Malone, Teffany Jonte, "Experiences With Microaggression of African American Female Faculty Who Work in Predominantly White Institutions" (2026). Walden Dissertations and Doctoral Studies. 20549.
https://scholarworks.waldenu.edu/dissertations/20549
