The purpose of this research is to identify factors (experiences, career paths, and barriers) that influence the career advancement of African American women administrators in higher education. African American women's experiences in higher education are molded by both external factors and internal factors specific to "traditional" social roles within and outside of the university. This qualitative study examines the personal and professional growth of five African American women who rose to executive leadership positions as presidents at predominately white colleges or universities .
There are five main themes in this study. First, African American women who aspire to senior level administrative positions in higher education must be educationally prepared and credentialed. Second, African American women aspiring to senior level administrative positions must be aware of their individual abilities, strengths and biases. Third, African American women on a career path to senior level administrative positions within higher education should obtain a mentor. Fourth, African American women wanting senior level administrative positions in predominately white colleges or universities must develop coping strategies to defuse the inherent institutionalized double oppression of racism and sexism that is prevalent in the higher education arena. Fifth, African American women who reach the senior level of higher education administration must be willing to reach back and nurture the African American women who follow them.
Date of Degree
Doctor of Education (EdD)
Baxter-Nuamah, M. L. (2015). Through the Looking Glass: Barriers and Coping Mechanisms Encountered by African American Women Presidents at Predominately White Institutions [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/414/
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