The Lack Of Representation In Leadership At Predominantly White Institutions In The United States: A Qualitative Analysis On The Executive Leadership Pathway For African American Males

<p>This qualitative phenomenological study examined the lived experiences of Black men in the United States who have overcome barriers to advance to leadership positions at predominantly White institutions (PWI). The qualitative phenomenological approach was used to examine three research questions that addressed the factors that encouraged Black men on their paths to pursue executive leadership positions, the obstacles they encountered, and how identifying as a Black male at a PWI affected their career pursuits. Social support theory (SST) guided the theorical framework and critical race theory (CRT) guided the conceptional framework. Interviews from six participants were used. During the interviews, five major themes emerged: intersectionality, financial distress, career advancement, mentorship, and representation. This study found that Black men working at PWIs have been impacted by the history of race in the United States, inequities within the systems and laws created by the White majority, and the lack of mentorship opportunities for Black men. These factors have created the disparity within leadership advancement for Black men and women in higher education compared to their White counterparts.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2022

Author dc:creator

• Pulley, Eric

Contributors dc:contributor

• Gizelle Luevano
• LaTonya Bolden
• Ira Young

• Educational Assessment, Evaluation, and Research
• Educational Leadership
• Social and Philosophical Foundations of Education

Repository record dc:identifier

https://dune.une.edu/theses/437

OAI identifier oai:identifier

oai:dune.une.edu:theses-1436