Abstract
This chapter explores nine Black women's formal and informal ways of leadership in the academy. Constructive disruptions by these nine Black women were based on their strong principles, values, and purpose as leaders. In addition, they initiated, managed, and overcame disruptions, including institutional oppression. Using the lens of intersectionality, critical race theory (CRT), and system justification theory, the researchers ground the documented constructive disruptions of instructional change of these nine Black women leaders. Document analysis of public records was used to determine the themes and tenets of these nine Black women's ways of leadership. Results showed that Black women are the most underrepresented in the academy as college presidents, there are higher expectations for them compared to their counterparts, many lack the benefits of mentorship, and micro affirmations can be a positive, motivating force. Implications for Black women aspiring to become institutional leaders are also highlighted in this chapter.
TopIntroduction
Conventional wisdom about leadership indicates the hierarchy of white men, white women, black men, black women…
History has shown that women in general, and specifically Black women perform pivotal roles in all fields and all aspects of society (Advanced Management Services, 2021). However, based on conventional wisdom, Black women are often overlooked for leadership positions, especially the highest leadership position in the academy. So why are Black women globally disproportionately shut out from the leadership or the power structure? Research has shown there are three main reasons why many Black women are disproportionately left out of leadership roles: 1/ access to vital information (Bayer, Hoover & Washington, 2020); 2/ discrimination in the field of work as well as in the broader society (Gifty & Cook, 2020); and 3/ lack of role models (Committee on the Status of Minority Groups in the Economics Profession, 2019). Despite the reality of Black women not having the same access to leadership roles as their counterparts in society, women’s leadership skills, in general, are a crucial contribution to the success of any society (Opoku-Agyeman & Traore, 2020). Unfortunately, faced with a barrage of obstacles and challenges, few Black women continue to shatter expectations, disrupt the norms, and ascend to the highest leadership in academia and society. What do these few individuals have in common?
- 1.
Dr. Mary McLeod Bethune, Daytona Normal and Industrial Institute for Negro Girls, now Bethune-Cookman University
- 2.
Dr. Anna Julia Cooper, Frelinghuysen University
- 3.
Dr. Ruth Simmons, Brown University
- 4.
Dr. Gwendolyn E. Boyd, Alabama State University
- 5.
Dr. Cynthia Jackson-Hammond, Central State University
- 6.
Dr. Glenda Baskin Glover, Tennessee State University
- 7.
Dr. Elmira Mangum, Florida A&M University
- 8.
Dr. Joanne Berger-Sweeney, Trinity College
- 9.
Dr. Pamela Trotman Reid, University of St. Joseph
From a cursory look, one would say all nine are women having a doctoral degree. Not obvious would be that Dr. Mary McLeod Bethune was bestowed with an honorary doctorate from Rollins College in 1949. However, a deeper look will reveal that these individuals are all females, leaders, and women of color who identify themselves as Black women. Like the “Little Rock Nine”, these nine Black women leaders epitomize the intersectionality of gender, race, and leadership. These Black women have excelled despite personal, societal, and institutional challenges Black women have encountered for decades. This book chapter explores nine Black women’s leadership in the academy as they promoted constructive disruptions and institutional change.
This chapter is arranged into four main sections. In section 1, the background and the historical picture are painted of the journey of Black women into leadership roles; section 2 focuses on chronicling how the nine Black women presidents were selected, as well as the theoretical underpinnings situated in intersectionality, Critical Race Theory, and the broader Systems Justification Theory; section 3 provides a thick and rich narrative about each president emphasizing the experiences in the academy, inclusive of racial and gender inequalities, as well as their major accomplishments; and section 4, will round out this chapter with synthesis and discussion based on the narratives, implications, conclusion, additional readings as well as key terms and definitions.
TopChapter Objectives
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Discuss the contextual and historical legacy of black women leaders.
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Define constructive disruption.
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Evaluate the theoretical perspectives of.
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Create the narrative surrounding the waves of 9 women leaders.
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Synthesize the accomplishments of the 9 black women leaders.
Key Terms in this Chapter
Formal Leadership: This is the leadership role accorded to an individual based on their particular role in an organization.
Intersectionality: It reflects an understanding that each of us has different experiences of discrimination and persecution that may be distinctive to us. As such, we should consider all experiences so as not to marginalize any individual because of any social, physical, or economic differences such as gender, race, class, sexual orientation, or physical ability.
Higher Education: This is education at the post-high school or college or university level.
Informal Leadership: This is a person's capacity to be viewed as a leader because of his or her standing, authority, and influence in the selected professional roles embodied.
Black Women: These are women typically of African descent and reflect darker skin tones.
System Justification Theory: This is the theoretical framework that suggests individuals need and want to see a prevailing social justice system that is fair and just in support of the status quo.
Constructive Disruption: Challenging the status quo and deviating from the traditional understanding or expectations.
Change: This means to modify or make something different.
Critical Race Theory: This is an academic framework grounded in the idea that racism is systemic, not just sporadically demonstrated by individual prejudices.