dc.contributor.author	Hill, Bridgett
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2023-05-22T20:53:12Z
dc.date.available	2023-05-22T20:53:12Z
dc.date.issued	2023-05-04
dc.identifier.other	18c6ca2c-0728-47b3-a568-000e24cb8d4b	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6702
dc.description.abstract	Throughout the years, Black women have worked to advance their quality of life. Black women have been obtaining additional degrees and certifications. Despite the degrees, years of experience, and qualifications, Black women are still unable to secure positions of administration in higher education institutions. Studies have shown that there are low faculty numbers of African American women being full-time professors in higher education institutions. This study revealed themes related to Black women in higher education as they shared their challenges to career advancement. To prevent some of these threats, only participants who were truly interested in the study and who would like to see change occur were asked to participate. Collecting as much data as possible during this study was pivotal. Interviews consisted of open-ended questions. It was important for a researcher to understand and interpret what the participant said. Initial coding and In Vivo Coding were for data analysis. Interviews were conducted with eight Black women in various positions in multiple higher education institutions. Based on the data collected, six major themes arouse: 1) income and salary, 2) work-life balance, 3) career trajectory, 4) lack of mentorship, 5) PWI versus HBCU, and 6) racism and sexism. Findings indicated that Black women often feel undervalued and less supported in their work as compared to their counterparts. The researcher recommends that this new information can be used to further develop targeted administrative development programs for Black women working in higher education institutions.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 2 -- Statement of the Problem 4 -- Conceptual Framework 5 -- Purpose of the Study 7 -- Research Questions 7 -- Research Design 8 -- Data Collection 9 -- Significance of the Study 10 -- Limitations 10 -- Definition of Terms 11 -- Organization of Study 12 -- Chapter II: REVIEW OF LITERATURE 13 -- Introduction 13 -- Historical Context 15 -- HBCUs versus PWIs 16 -- Conceptual Framework: Critical Race Theory (CRT) 19 -- Affirmative Action 25 -- Hiring and Barriers to Promotion 27 -- Attitudes of Promotion of Administrators 31 -- Glass Ceiling 33 -- Balancing Career, Family, and Community 35 -- Underrepresentation 37 -- Sexism and Racism 41 -- Mentoring 44 -- Summary 47 -- Chapter III: METHODOLOGY 48 -- Introduction 48 -- Research Design 49 -- Site Selection 50 -- Participant Selection 52 -- Sample Size 54 -- Data Collection/Procedures 56 -- Data Analysis 58 -- Trustworthiness 62 -- Summary 65 -- Chapter IV: RESULTS 66 -- Introduction 66 -- Participant’s Narrative Stories 68 -- Rose 68 -- Daisy 71 -- Lily 76 -- Dahlia 80 -- Iris 83 -- Jasmine 87 -- Laurel 89 -- Coral 92 -- Findings 96 -- Income and Salary 96 -- Work-Life Balance 97 -- Career Trajectory 99 -- Lack of Mentorship 100 -- PWI versus HBCU 101 -- Racism and Sexism 102 -- Conclusion 103 -- CHAPTER V: CONCLUSION 106 -- Introduction 106 -- Discussion 107 -- Themes 108 -- Income and Salary 108 -- Work-Life Balance 109 -- Career Trajectory 110 -- Lack of mentorship 111 -- PWI versus HBCU 112 -- Racism and Sexism 113 -- Research Questions 114 -- Limitations 115 -- Implications for Future Research 116 -- Implications for Practice 117 -- Conclusion 118 -- References 121 -- Appendix A: Interview Protocol 142 -- Appendix B: IRB APPROVAL 145.	en_US
dc.format.extent	1 electronic document (.pdf), 157 pages, 1,119,324 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Educational leadership	en_US
dc.subject	African Americans	en_US
dc.subject	Education, Higher	en_US
dc.subject	Women	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.title	Power to the Sisters: Qualitative Study Featuring the Barriers of African American Women Working in Higher Education	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Workman, Jamie
dc.description.committee	Gunn, Nicole
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US