Abstract
This chapter is a literature review and synthesis of historical and contemporary research examining the achievements and critical barriers to career progression for Black woman administrators in higher education. The chapter will review the theoretical lenses and historical advancement of Black women in higher education leadership, identify career barriers, and consider the supports Black women leaders use to remain in higher education administration. This chapter will contribute to understanding the trajectory of Black women leaders in higher education by bringing awareness to the barriers and identifying the supports that could inform strategies to improve the retention of Black women leaders.
TopHistory Of Black Women In Higher Education
Historically, Black women have always been integral to the field of education. Whether earning higher education degrees or working within education as a known, respectable profession, Black women have actively pursued and valued education (Davis & Maldonado, 2015). In the late 19th century, most higher education institutions did not admit Blacks or women, as the system was designed to educate wealthy White males (Collins, 2001; Miles, 2012). Institutions that did admit Blacks focused chiefly on educating Black men. Black men were prioritized for receiving educational opportunities in all academic disciplines (Howard-Hamilton, 2003). In contrast, Black women who were fortunate enough to pursue higher education were relegated to primary and secondary school teacher disciplines. The double oppression of racism and sexism kept Black women in subjugated status and prevented them from pursuing varied degrees.
Although racism and sexism were constant troublesome undercurrents affecting Black women’s pursuit of higher education, there were some success stories for Black women. With its considerably liberal administration, Oberlin College opened admission to the college program to women, including Black women, in 1837. Lucy Stanton Day Sessions is believed to be the first Black woman to receive a college degree, earning a literary degree in 1850 from Oberlin College (Miles, 2012). Twelve years later, Mary Jane Patterson earned a B.A. degree from Oberlin College, making her the first Black woman to earn a bachelor’s degree in the United States. Black women also succeeded in earning graduate and professional degrees. In 1929, Jane Ellen McAllister became the first Black woman to earn a Ph.D. from Columbia University (Williams-Burns, 1982).
Key Terms in this Chapter
Barriers: Obstacles that prevent movement or access.
Marginalization: Excluding or treating a person or group as insignificant or on the fringes.
Achievements: Things done successfully by effort, courage, or skill.
Higher Education Administrator: Leader responsible for overseeing college or university departments, faculty, staff, programs of study, curricula, budgets, and facilities, with decision-making authority.
Black: Classification of people who identify as having a collective racialized experience within the United States based upon their perceived African ancestry.
Microaggressions: Indirect, subtle, and often unconscious statements, comments, or actions, acted intentionally or unintentionally, of an expressed prejudiced attitude toward a member of a marginalized group.
Intersectionality: Interrelated social classifications such as race and gender as they apply to an individual or group, creating interrelating and interdependent systems of discrimination or disadvantage.