Investigating how Black women faculty in higher education experience and cope with work burnout : a narrative case study.

Black women faculty in higher education face unique challenges in the workplace that lead to work burnout. Black women in the labor force have had a centuries-long history marred with issues that stemmed from their once-enslaved status. These challenges manifest as microaggressions, tokenism, lack of equal pay, lack of mentorship, and gendered racism. Even in the face of these complexities, Black women have been able to permeate the bounds of the professional workspace by acquiring professional degrees at high rates at the turn of the 21st century. Black women faculty in higher education are a part of this professional group which, unfortunately, are negatively impacted by the unwelcoming environments of their higher education institutions. This narrative multiple case study investigates the experiences of Black women faculty in higher education with work burnout and their coping and self-care strategies. The interviewees were five Black women faculty in higher education who worked in either a Predominantly White Institution (PWI) or a Historical Black College University (HBCU). Each Black woman faculty member provided an account that unearthed their challenges, motivations, and joys as women who teach in higher education. I utilized Black Feminist Thought (BFT) to understand their experiences. BFT posits that Black women must craft and develop narratives of their experiences in America to develop their authentic history (Collins, 1986). Four themes emerged in conducting this narrative multiple case study. The four major themes include three that lead to work burnout: (a) Black women faculty in higher education face systematic disenfranchisement, (b) Black women faculty in higher education are disempowered at work, (c) Black women faculty in higher education have heavy workloads, and one theme that captures burnout mitigation strategies: (d) self-care and coping are accomplished through positive personal and professional engagements. Each theme explicates key elements of BFT, such as Black women's navigation of oppression and that Black women share common experiences. Ultimately, this study culminates into crucial action steps for Black women faculty in higher education and higher education institutions.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2023

Author dc:creator

• Nelson-Williams, Lovis M., 1987-

Advisor dc:contributor.advisor

• Foster, Marquita D.

• Black women faculty.
• Higher education.
• Burnout.
• Coping.
• Self-care.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/12831

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/12831