How can you be what you can’t see? : a multiple case study exploring Black women’s experiences in senior leadership positions in higher education and the strategies they use to combat systemic barriers.

Black women in the United States face compounded challenges at the intersection of race and gender, a phenomenon that has led to the continued underrepresentation of Black women in senior-level leadership positions in higher education, particularly at predominantly White institutions (PWIs). Despite comprising the largest demographic among non-White women and achieving notable progress in higher education degree attainment, Black women hold only 7% of leadership roles in higher education. As the landscape of higher education continues to diversify and change, it is imperative that higher education leadership reflects the diversity of the student body. This qualitative multiple case study explored the experiences of six Black women senior-level leaders in higher education and uncovered strategies they used to combat and overcome systemic barriers. Patricia Hill Collins’s (1986) three seminal tenets of Black feminist thought—self-definition and self-valuation, the interlocking nature of oppression, and the importance of Black women’s culture— guided this study. Data collection included personal life timelines, semi-structured interviews, and a focus group. This study resulted in four key findings: (1) Black women in senior-level leadership positions in higher education describe themselves as authentic, valuable changemakers who define their worth; (2) Black women in senior-level leadership positions in higher education face compounded, persistent, and undermining oppression; (3) Black women in senior-level leadership positions in higher education utilize their culture of resiliency and creative approaches to build community, find mentorship, and foster generational support, and (4) Black women in senior-level leadership positions in higher education use allyship, continual learning, mentoring, and networking as strategies to combat systemic barriers and empower change. This study provides actionable recommendations for key decision makers, including PWI administrators and leadership search committees, higher education associations and conference leadership, current Black women senior-level leaders in higher education, and Black women interested in senior-level leadership positions in higher education. These recommendations include equitable recruitment practices, accessible professional development opportunities, mentorship programs, and increased institutional investment in Black women’s leadership pathways. The findings highlight the urgent need to dismantle systemic inequities in higher education leadership and to ensure that leadership structures reflect the diversity of the student population.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2025

Author dc:creator

• Rorie, Raina N., 1987-

Advisor dc:contributor.advisor

• Howell, Leanne.

• Black women senior leaders.
• Black feminist thought.
• Intersectionality.
• African Americans.
• Race.
• Gender.
• Higher education leadership.

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/2104/13781

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/13781