{"id":{"repo_id":"ecu","oai_identifier":"oai:thescholarship.ecu.edu:10342/7052"},"canonical_url":"https://search.dev.ndltd.org/etd/ecu/oai:thescholarship.ecu.edu:10342/7052","repository":{"repo_id":"ecu","name":"East Carolina University","base_url":"https://thescholarship.ecu.edu/server/oai/request"},"display":{"title":"Second in command: Examining the factors that impact the career advancement of black women chief academic officers","abstract":"Within the field of higher education, Black women are underrepresented in executive and senior-level positions that lead to the presidency. In considering the traditional pathway to the presidency for women leaders, tenured full professor to senior administrator positions such as chief academic officer, factors that may impact advancement need to be reviewed. The purpose of this study was to examine the lived experiences of Black women chief academic officers and provosts at four-year, public, doctoral degree-granting institutions (but not historically Black colleges and universities) by exploring factors, personal or professional, that may hinder and/or support career advancement. Jerlando Jackson's (2004) Engagement, Retention, and Advancement model, which presents the necessary components to engage, retain, and ultimately advance Black professionals within higher education, was used as the theoretical framework. This qualitative study used the narrative research tradition. The three participants selected for this study shared information regarding their journey into and experience while serving in the position of chief academic officer/provost. Themes were presented and then examined in relation to the Engagement, Retention, and Advancement model.","abstract_html":"Within the field of higher education, Black women are underrepresented in executive and senior-level positions that lead to the presidency. In considering the traditional pathway to the presidency for women leaders, tenured full professor to senior administrator positions such as chief academic officer, factors that may impact advancement need to be reviewed. The purpose of this study was to examine the lived experiences of Black women chief academic officers and provosts at four-year, public, doctoral degree-granting institutions (but not historically Black colleges and universities) by exploring factors, personal or professional, that may hinder and/or support career advancement. Jerlando Jackson's (2004) Engagement, Retention, and Advancement model, which presents the necessary components to engage, retain, and ultimately advance Black professionals within higher education, was used as the theoretical framework. This qualitative study used the narrative research tradition. The three participants selected for this study shared information regarding their journey into and experience while serving in the position of chief academic officer/provost. Themes were presented and then examined in relation to the Engagement, Retention, and Advancement model.","abstract_has_math":false,"creators":["Wordlow, Tamika"],"institution":"East Carolina University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"Educational Leadership","school":null,"contributors":[],"advisors":["Chambers, Crystal Renée"],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-10-01","date_published":"2018-10-01","updated_at":"2026-07-24T02:13:39Z","subjects":["Chief Academic Officer","Leadership"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10342/7052","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Chambers, Crystal Renée"]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership"]},{"key":"dc:creator","label":"Author","values":["Wordlow, Tamika"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-02-14T18:12:06Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-12-01T09:01:54Z"]},{"key":"dc:date.issued","label":"Date","values":["2018-10-01"]},{"key":"dc:publisher","label":"Institution","values":["East Carolina University"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Chief Academic Officer","Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10342/7052"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Within the field of higher education, Black women are underrepresented in executive and senior-level positions that lead to the presidency. 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In considering the traditional pathway to the presidency for women leaders, tenured full professor to senior administrator positions such as chief academic officer, factors that may impact advancement need to be reviewed. The purpose of this study was to examine the lived experiences of Black women chief academic officers and provosts at four-year, public, doctoral degree-granting institutions (but not historically Black colleges and universities) by exploring factors, personal or professional, that may hinder and/or support career advancement. Jerlando Jackson's (2004) Engagement, Retention, and Advancement model, which presents the necessary components to engage, retain, and ultimately advance Black professionals within higher education, was used as the theoretical framework. This qualitative study used the narrative research tradition. 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