Abstract
Using Patricia Hill Collins's Black Feminist Thought to guide the research design and analysis of this study, the researcher focused on the lived experiences of four African American women navigating barriers, challenges, and oppression in the climb to senior leadership positions in Student Affairs. Their strategic choices for professional development gave way to pivotal experiences that have shaped a road map for African American women that aspire to achieve leadership positions within the profession. The study findings address the following: (1) strategic leadership development, (2) mentorship, (3) managing consciousness and oppression, (4) a three-to four-year job shuffle, (5) and noteworthy barriers and challenges. Institutions of higher education and affiliated professional associations in collaboration with emerging African American women leaders can close the attainment gap of senior leadership positions in student affairs.
TopLiterature Review
The establishment of American higher education began around the 1700s to solely benefit those that identified as white men and served as a token of prestige and social standing for this community (Thelin, 2003). As for the African American community, the opportunity to attend college did not come until the 1830s with the establishment of historically black colleges and universities, due to most African Americans being enslaved and considered property of white landowners. Meaning that African American individuals didn’t have an opportunity to higher education until the civil war era of the1860’s. This is a small glimpse at the start and continuous racial and gender discrepancies that exist within the system of higher education for African American women (Hurtado, 2003).
Since the inception of higher education institutions in the United States, leadership on college and university campuses has often been held by White males age 61 or older. However, in 2015, women shattered the glass ceiling and represented 52.7% of administrators. Comparatively, African American women represent only 6% of higher education administration (ACE, 2017). According to the 2007 ACE report, people of color typically serve as chief diversity officers, with 70% of chief diversity officers being African American and only 1.7% serving as the chief academic officer/provost (Harris, Jackson, & Msengi, 2011; Knight, 2011; and Ryu, 2010). This lack of African American chief academic officers demonstrates that most African Americans are not in the traditional pipeline leading to becoming senior leaders in higher education.
With such a small population of African American women in higher education leadership roles, little attention has been given to a specific professional development path tailored for these women, specifically those with a Student Affairs background. Thus, the literature has been constructed to briefly examine (a) barriers and challenges on the path to leadership for African American women; (b) African American women as leaders; and (c) primary strategies of professional development for African American women in student affairs.
Barriers and Challenges on the Path to Leadership for African American Women
One commonality is evident for African American women aspiring to leadership roles in higher education: the extent to which barriers impede the achievement of leadership roles or even access to leaders within Student Affairs. To overcome these obstacles, African American women will have to exceed job expectations, hold positions with high visibility, and develop effective leadership skills. More so, they must take ownership of developing and preparing themselves for future leadership opportunities in addition to having a professional degree and excelling in middle management positions. Even with the obtaining a doctoral degree the accomplishment of leadership in american higher education is very small. (Harris et al., 2007; Miles, 2012; Valverde, 2011).
According to Valverde (2011),
Women of color will not just have to be smarter and stronger to succeed as individuals and groups as they have done in the past, but [will need to] assume the role of change agents, inserting new leadership styles, and redirecting purposes (p.51).
Therefore, the leadership style women of color possess is recognized as a critical factor when aspiring for leadership positions in higher education.
Key Terms in this Chapter
Barriers: Obstacles that delay one’s experiences.
Professional Development: The development of one’s skills and knowledge within their occupation.
Roadmap: A tool that focuses on the developmental levels and suggested strategies paired with critical or “must have” experiences that have influenced other professional’s advancement experiences.
Leadership: A skill that enables one to lead with influence.
Career Development: The development of one’s skills and knowledge in the pursuit of career advancement.
Student Affairs: Support for students at the collegiate level to enhance student development outside of the classroom.
African American Women: A cisgender woman with an ethnicity ancestry within the black identity.