Black women’s marginalized experience has often superseded their impact at their respective workplaces. Usually, Black women’s ways of knowing and leadership are composed of practices that do not fit perfectly in our heterogenous ideal of leadership. It is crucial to share Black women’s ways of knowing and understand how Black women navigate their roles.

Black Women’s Formal and Informal Ways of Leadership discusses how Black women’s pedagogies shape their navigation through life through formal and informal leadership roles. It empowers the various voices of Black women and challenges the idea of who we look at as leaders. Covering topics such as perception bias, emotional intelligence, and Black women stereotypes, this premier reference source is a dynamic resource for business leaders and managers, entrepreneurs, human resource managers, librarians, faculty and administrators of education, students of higher education, government officials, researchers, and academicians.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Academy Promoters
Black Women Stereotypes
Constructive Disruption
Emotional Intelligence
Institutional Change
Leadership Development
Nonprofit Organizations
Perception Bias
Personal Experiences
Racism in the Workplace
Sexism in the Workplace
Structuralized Oppression

Reviews & Statements

This book's chapter highlights the significant challenges African American women face in advancing to leadership roles in higher education due to intersecting sexism and racism. It emphasizes the importance of discussing their experiences, resilience, and the need for a supportive community of African American women leaders. The book sheds light on the under-researched issues of discrimination and inequality faced by this group and explores their resilience and determination in overcoming barriers, making it a valuable contribution to the field.

– Tamara E. Pace-Glover, Associate Professor, University of Arkansas Pine Bluff, USA

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Editor/Author Biographies

Audrey Denise Bowser is an associate professor of Curriculum and Instruction at Arkansas State University. She also serves as the Director of Professional Education Programs, having the responsibility for coordinating, implementing, and supervising all clinical field experiences for students enrolled in the Educator Preparation Program (EPP). Additionally, she serves as the professional licensure officer, administering all aspects of the initial and advanced licensure process on behalf of the Arkansas Department of Education. Her research focuses on culturally responsive teaching, the education of students of culturally diverse backgrounds, and multicultural technology pedagogy. She has a special interest in equitable teaching practices in distance and online instruction.

Kimberley M. Davis is an Associate Professor and Dean of the School of Education at the University of Arkansas at Pine Bluff. She has served in education as a special education teacher, coordinator, consultant, educational diagnostician, and Special Education Director (LEA). Her research interests include multi-tiered systems of support, teacher preparation, inequities in special education, and culturally responsive teaching. She is highly noted in the field of special education for service as a research partner with the Special Education Research Accelerator, the Council for Exceptional Children, serving as the past president of the Arkansas Federation of the Council for Exceptional Children, and a Publication Chair for the Division of Culturally and Linguistically Diverse Children. She is a reviewer for the Council of Exceptional Children Specialized Program Accreditation (SPA) and the National Educational Leadership Preparation (NELP) and a site visitor for the Council for the Accreditation of Educator Preparation (CAEP).

Natalie A. Johnson-Leslie is a professor of teacher education at Arkansas State University (A-State). She received her doctoral degrees from Iowa State University in the areas of Educational Leadership and Policy Studies as well as Curriculum and Instructional Technology. She joined the Teacher Education faculty at A-State in fall 2004. She integrates technology in all her courses. She has been involved with using BlackboardLEARN content management system as well as College LiveText (CLTTM) solutions. Her research interests lie in the field of educational leadership; technology integration in the curriculum; assessing and evaluating student behavior; and surviving school violence. Her work including book chapters have been published in the (JETS), (IJR), (JETEN), and the (IJL). She served on the review board of the for four years. Currently, she is an associate editor for the (JTATE).

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