Diversity of personality type in the workplace can lead to improved morale and productivity when organizations acknowledge and support the attributes and differences of employee behaviors and characteristics. Black women executives identifying as introverted who lead with their authentic personas and intersected marginalized identities, benefit employers, employees, students, and the institution’s brand and bottom line. Introversion and extroversion, ways to describe diversity of personality type, and each having different connotations in office culture, are relevant to this exploration as literature suggests that the population of both personality types is almost evenly distributed. The implications of judgement and the association to how individuals can be perceived is an aspect for consideration in this research that asks the question: What are the factors that contribute to the ascension of Black, introverted women to executive leadership in higher education and what challenges do they encounter? The purpose is to provide a personalized account of experiences as told by seven Black, introverted women and the researcher about contributing factors on their ascension to executive leadership in higher education. Through the methodologies of ethnography and autoethnography, which allowed for participants to share anecdotes, memories and feelings about their experiences, the researcher was able to assemble a narrative through a qualitative inquiry. The study acknowledged challenges, some that laddered up to the intersectionality of their introversion, Blackness and gender, which tapped into critical race theory as one of the lenses or theoretical frameworks through which the researcher viewed this work. Through inductive coding and thematic analysis, there were 20 common themes and factors that emerged from the data collected. The most significant themes captured were stated by 57-100% of participants when asked to identify factions and behaviors that contributed to their success and ascension to executive leadership: active listening, empathy, observing, thoughtfulness and being selected to lead and take on additional leadership responsibilities/rapid promotions. This research is significant for higher education institutions and any industry desiring to curate a culture of diversity, inclusion and belonging for their employees. It is duly significant for introverts, and Black introverted women leaders for an awareness of possibilities, as well as for those seeking strategies and tools that may assist their ascent in higher education and beyond.
","abstract_html":"<p>Diversity of personality type in the workplace can lead to improved morale and productivity when organizations acknowledge and support the attributes and differences of employee behaviors and characteristics. Black women executives identifying as introverted who lead with their authentic personas and intersected marginalized identities, benefit employers, employees, students, and the institution’s brand and bottom line. Introversion and extroversion, ways to describe diversity of personality type, and each having different connotations in office culture, are relevant to this exploration as literature suggests that the population of both personality types is almost evenly distributed. The implications of judgement and the association to how individuals can be perceived is an aspect for consideration in this research that asks the question: What are the factors that contribute to the ascension of Black, introverted women to executive leadership in higher education and what challenges do they encounter? The purpose is to provide a personalized account of experiences as told by seven Black, introverted women and the researcher about contributing factors on their ascension to executive leadership in higher education. Through the methodologies of ethnography and autoethnography, which allowed for participants to share anecdotes, memories and feelings about their experiences, the researcher was able to assemble a narrative through a qualitative inquiry. The study acknowledged challenges, some that laddered up to the intersectionality of their introversion, Blackness and gender, which tapped into critical race theory as one of the lenses or theoretical frameworks through which the researcher viewed this work. Through inductive coding and thematic analysis, there were 20 common themes and factors that emerged from the data collected. The most significant themes captured were stated by 57-100% of participants when asked to identify factions and behaviors that contributed to their success and ascension to executive leadership: active listening, empathy, observing, thoughtfulness and being selected to lead and take on additional leadership responsibilities/rapid promotions. This research is significant for higher education institutions and any industry desiring to curate a culture of diversity, inclusion and belonging for their employees. It is duly significant for introverts, and Black introverted women leaders for an awareness of possibilities, as well as for those seeking strategies and tools that may assist their ascent in higher education and beyond.</p>","abstract_has_math":false,"creators":["Bingham, Jeri A"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Higher Education Leadership","degree_department":null,"school":null,"contributors":["Jaclyn Rivard, PhD","Jamal Scott, PhD","Carmen Panlilio, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-09-01T07:00:00Z","date_published":"2024-09-01T07:00:00Z","updated_at":"2026-07-24T03:21:38Z","subjects":["introversion","Black introvert","Black introverted woman","introversion and leadership","introversion in higher education","autoethnography","intersectionality","higher education executive leadership","diversity of personality type","inclusion","Educational Leadership","Higher Education","Leadership Studies","Nonprofit Administration and Management","Organizational Behavior and Theory","Organization Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/938","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jaclyn Rivard, PhD","Jamal Scott, PhD","Carmen Panlilio, PhD"]},{"key":"dc:creator","label":"Author","values":["Bingham, Jeri A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-10-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["introversion","Black introvert","Black introverted woman","introversion and leadership","introversion in higher education","autoethnography","intersectionality","higher education executive leadership","diversity of personality type","inclusion","Educational Leadership","Higher Education","Leadership Studies","Nonprofit Administration and Management","Organizational Behavior and Theory","Organization Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/938"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Diversity of personality type in the workplace can lead to improved morale and productivity when organizations acknowledge and support the attributes and differences of employee behaviors and characteristics. Black women executives identifying as introverted who lead with their authentic personas and intersected marginalized identities, benefit employers, employees, students, and the institution’s brand and bottom line. Introversion and extroversion, ways to describe diversity of personality type, and each having different connotations in office culture, are relevant to this exploration as literature suggests that the population of both personality types is almost evenly distributed. The implications of judgement and the association to how individuals can be perceived is an aspect for consideration in this research that asks the question: What are the factors that contribute to the ascension of Black, introverted women to executive leadership in higher education and what challenges do they encounter? The purpose is to provide a personalized account of experiences as told by seven Black, introverted women and the researcher about contributing factors on their ascension to executive leadership in higher education. Through the methodologies of ethnography and autoethnography, which allowed for participants to share anecdotes, memories and feelings about their experiences, the researcher was able to assemble a narrative through a qualitative inquiry. The study acknowledged challenges, some that laddered up to the intersectionality of their introversion, Blackness and gender, which tapped into critical race theory as one of the lenses or theoretical frameworks through which the researcher viewed this work. Through inductive coding and thematic analysis, there were 20 common themes and factors that emerged from the data collected. The most significant themes captured were stated by 57-100% of participants when asked to identify factions and behaviors that contributed to their success and ascension to executive leadership: active listening, empathy, observing, thoughtfulness and being selected to lead and take on additional leadership responsibilities/rapid promotions. This research is significant for higher education institutions and any industry desiring to curate a culture of diversity, inclusion and belonging for their employees. It is duly significant for introverts, and Black introverted women leaders for an awareness of possibilities, as well as for those seeking strategies and tools that may assist their ascent in higher education and beyond.
"]},{"key":"dc:title","label":"Title","values":["Differences Are Not Deficits: Women Introverting While Black Through The Ascent To Executive Leadership In Higher Education"]}]}],"canonical_facts":{"dc:contributor":["Jaclyn Rivard, PhD","Jamal Scott, PhD","Carmen Panlilio, PhD"],"dc:creator":["Bingham, Jeri A"],"dc:date.available":["2025-10-19T07:00:00Z"],"dc:description.abstract":["Diversity of personality type in the workplace can lead to improved morale and productivity when organizations acknowledge and support the attributes and differences of employee behaviors and characteristics. Black women executives identifying as introverted who lead with their authentic personas and intersected marginalized identities, benefit employers, employees, students, and the institution’s brand and bottom line. Introversion and extroversion, ways to describe diversity of personality type, and each having different connotations in office culture, are relevant to this exploration as literature suggests that the population of both personality types is almost evenly distributed. The implications of judgement and the association to how individuals can be perceived is an aspect for consideration in this research that asks the question: What are the factors that contribute to the ascension of Black, introverted women to executive leadership in higher education and what challenges do they encounter? The purpose is to provide a personalized account of experiences as told by seven Black, introverted women and the researcher about contributing factors on their ascension to executive leadership in higher education. Through the methodologies of ethnography and autoethnography, which allowed for participants to share anecdotes, memories and feelings about their experiences, the researcher was able to assemble a narrative through a qualitative inquiry. The study acknowledged challenges, some that laddered up to the intersectionality of their introversion, Blackness and gender, which tapped into critical race theory as one of the lenses or theoretical frameworks through which the researcher viewed this work. Through inductive coding and thematic analysis, there were 20 common themes and factors that emerged from the data collected. The most significant themes captured were stated by 57-100% of participants when asked to identify factions and behaviors that contributed to their success and ascension to executive leadership: active listening, empathy, observing, thoughtfulness and being selected to lead and take on additional leadership responsibilities/rapid promotions. This research is significant for higher education institutions and any industry desiring to curate a culture of diversity, inclusion and belonging for their employees. It is duly significant for introverts, and Black introverted women leaders for an awareness of possibilities, as well as for those seeking strategies and tools that may assist their ascent in higher education and beyond.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/938"],"dc:subject":["introversion","Black introvert","Black introverted woman","introversion and leadership","introversion in higher education","autoethnography","intersectionality","higher education executive leadership","diversity of personality type","inclusion","Educational Leadership","Higher Education","Leadership Studies","Nonprofit Administration and Management","Organizational Behavior and Theory","Organization Development"],"dc:title":["Differences Are Not Deficits: Women Introverting While Black Through The Ascent To Executive Leadership In Higher Education"],"thesis:degree_discipline":["Higher Education Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:38Z"}