Abstract
The purpose of this study was to examine the perceptions of African American females regarding their progression toward presidency at post-secondary educational institutions. This study described the experiences of current African American female presidents in the academy in reaching their level of professional success. Five participants, who self-identified as African American female presidents, were the first presidents of their college. The participants shared their experiences by responding to a research question that allowed them to expound on recommendations for those aspiring to achieve the position of college president. Findings from the study indicated that being knowledgeable, prepared, and having a strong identity were necessary components to achieve the position and be successful.
TopIntroduction
Higher education encompasses a myriad of individuals within its realm (i.e. faculty, students, staff, and administrators). Women in general have seen tremendous strides in obtaining scholastic recognition within academia: published works; faculty tenure; and appointment to top ranking upper-senior level administrative positions (Turner, 2013). It appears the pathway toward college presidency is much narrower for women of color, to the point of almost disappearing at such high rankings of senior administration (Turner, 2013).
Researchers who conducted The American College President Study [ACPS] (2017) found that women and ethnic minorities were underrepresented among the presidency in post-secondary educational institutions. Findings showed “three out of every 10 college presidents were women, and fewer than one in five presidents (17 percent) were racial/ethnic minorities” (ACPS, 2017, p. ix). As more and more post-secondary educational institutions become increasingly diverse, it is imperative that the college presidency reflects its student body (ACPS, 2017). The National Center for Education Statistics (2015) indicated that by 2024, 44 percent of college students would cumulate from communities of color, with prominent growth occurring within the African American and Hispanic populations. It is predicted that there will be a 28 percent growth during the years of 2013 through 2024. At the same time, the percentage of growth among Hispanic populations is predicted to be 25 percent (ACPS, 2017).
According to ACPS (2017), women of color, in general, were underrepresented in 2016. Only five percent of them were college and university presidents. Mainah and Perkins (2015) stated that although African American females are increasing in visibility within leadership positions in higher education, the pathway to the presidency is one that is less traveled and includes challenges that are not for the faint of heart.
Problem Statement
African American females find themselves underrepresented in post-secondary educational institutions and disproportionately represented in executive administrative roles (Wolfe & Dilworth, 2015). In this study, the researcher addressed the successes and challenges of African American females in post-secondary educational institutions. Throughout the history of education, African American females have contributed to the advancement of education (Glover, 2012). Even though pathways and steps were made toward advanced degrees in post-secondary educational institutions, African American females continue to find themselves achieving only mid-level of the ladder in positions in which they are responsible for simply implementing policies and programs others created (Glover, 2012). In addition, rarely are African American females in top executive positions, such as president, where there is freedom to develop policies that would invoke institutional and social change (Glover, 2012). Rahman et al. (2016) explained that African Americans face more daunting challenges, in leadership roles, when compared with other racial groups.
Purpose Of The Study
The purpose of this study was to describe the perceptions of African American females regarding their progression toward the presidency at post-secondary educational institutions. This study described in depth, the pathways many African American females in the academy are taking to reach a level of professional success, such as the presidency and other executive positions. African American females are prevalent and in the pipeline of education; however, they are not given opportunities for upper-level executive positions in post-secondary educational institutions (Jackson & Harris, 2005).
To understand the lived experiences of African American females regarding their progression toward the presidency at post-secondary educational institutions, one must see it, hear about it, and make meaning of it from the perspectives of those who know it well (Smyth & Hattam, 2001). Knowing and understanding leadership development experiences of African American females in academia is necessary and prudent for improving leadership development opportunities for them as emerging leaders (Davis & Maldonado, 2015). There is a need to study actions that may close the gap of African American females in post-secondary educational institutions holding executive positions.
Key Terms in this Chapter
Success: Degree or measure of succeeding; favorable or desired outcome (Merriam-Webster, 2017).
Post-Secondary Educational Institutions: Are 2 or 4-year institutions as well as community colleges. This term was used interchangeably with “colleges or universities” (National Center for Education Statistics, 2000).
Synergist Leadership Theory: Theory developed by Irby et al. (1999) is a gender inclusive theory which addresses the female perspective, and which includes attributes, experiences, and abilities inherent in male, as well as female, leaders (Brown & Irby, 2003).
Marginalization: Is defined as any issue, situation, or circumstance that has placed an individual outside of the flow of power and influence within their institutions (Patitu & Hinton, 2003).
Underrepresented Population: Populations that are traditionally underrepresented in the college environment, normally by ethnicity and race (National Center for Education Statistics, 2015).