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.
","abstract_html":"<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>","abstract_has_math":false,"creators":["Pulley, Eric"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Gizelle Luevano","LaTonya Bolden","Ira Young"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-09-01T07:00:00Z","date_published":"2022-09-01T07:00:00Z","updated_at":"2026-07-24T05:21:34Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Leadership","Social and Philosophical Foundations of Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/437","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gizelle Luevano","LaTonya Bolden","Ira Young"]},{"key":"dc:creator","label":"Author","values":["Pulley, Eric"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-10-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Leadership","Social and Philosophical Foundations of Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/437"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["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"]}]}],"canonical_facts":{"dc:contributor":["Gizelle Luevano","LaTonya Bolden","Ira Young"],"dc:creator":["Pulley, Eric"],"dc:date.available":["2022-10-10T07:00:00Z"],"dc:description.abstract":["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.
"],"dc:identifier":["https://dune.une.edu/theses/437"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Leadership","Social and Philosophical Foundations of Education"],"dc:title":["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"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:34Z"}