Let’s Play with a Full Deck, Not Just the Race Card: Self-Imposed and External Barriers Limiting Black Women Administrators in Higher Education

Author #1

Abstract

Moses (1989) explained how even though Black women have been a part of higher education for more than a century, they have not been a part of the research and literature of higher education, particularly administration. This is in part because hiring practices, social issues, and underrepresentation in higher education is rarely examined and less so through the lens of a Black woman. Studies exist in large numbers concerning students and faculty and underrepresentation and the barriers that exists to get in the classroom as either a student or instructor, but focus needs to also shift to administration in higher education and how to overcome self-imposed and external barriers outside of the workplace. In addition, Black women need to be prepared for the challenges they will encounter once in leadership positions.

My research uncovers the history of Black women in higher education and traces the barriers and conflicts that arise when a Black woman is one of few Black women in leadership positions at a given institution. In addition, “students need to see themselves reflected in the environment around them – in the curriculum, faculty, staff, and the faces of their classmates” (Meuth, 2009, p. 7) since more and more Black women are applying for graduate level degrees. There needs to a presence of their identity reflected in the people leading them.

My current research vacillates between an exploration of the historical journey of the Black woman and a modern day Black woman who is “persisting in the journey toward self-definition…” (Collins, 2000, p. 121). This history eludes to the underrepresentation of Black women that originated in colleges and universities, which has resulted in the underrepresentation in higher education administration. This narrative and interpretative review considers race and highlights factors and barriers that perpetuate the glass ceiling in higher education.

 
Apr 24th, 2:45 PM Apr 24th, 4:00 PM

Let’s Play with a Full Deck, Not Just the Race Card: Self-Imposed and External Barriers Limiting Black Women Administrators in Higher Education

Atrium

Moses (1989) explained how even though Black women have been a part of higher education for more than a century, they have not been a part of the research and literature of higher education, particularly administration. This is in part because hiring practices, social issues, and underrepresentation in higher education is rarely examined and less so through the lens of a Black woman. Studies exist in large numbers concerning students and faculty and underrepresentation and the barriers that exists to get in the classroom as either a student or instructor, but focus needs to also shift to administration in higher education and how to overcome self-imposed and external barriers outside of the workplace. In addition, Black women need to be prepared for the challenges they will encounter once in leadership positions.

My research uncovers the history of Black women in higher education and traces the barriers and conflicts that arise when a Black woman is one of few Black women in leadership positions at a given institution. In addition, “students need to see themselves reflected in the environment around them – in the curriculum, faculty, staff, and the faces of their classmates” (Meuth, 2009, p. 7) since more and more Black women are applying for graduate level degrees. There needs to a presence of their identity reflected in the people leading them.

My current research vacillates between an exploration of the historical journey of the Black woman and a modern day Black woman who is “persisting in the journey toward self-definition…” (Collins, 2000, p. 121). This history eludes to the underrepresentation of Black women that originated in colleges and universities, which has resulted in the underrepresentation in higher education administration. This narrative and interpretative review considers race and highlights factors and barriers that perpetuate the glass ceiling in higher education.