Identity politics: Why African American women are missing in administrative leadership in public higher education

Townsend, Crasha V

doi:10.1177/1741143220935455

Cited by 22 publications

(13 citation statements)

References 31 publications

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“…For example, African American chief administrators make up 8% of all roles whereas White chief administrators make up 83% (Espinosa et al, 2017). African American women report experiencing specific barriers to advancement that are uniquely different than those experienced by African Americans or women, separately (Townsend, 2021). Quantitative data backs this up; Hebner et al (2018) found that nonwhite female chief executives earn the least out of the following groups: nonwhite male executives, white female executives, and white male executives.…”

Section: Limitationsmentioning

confidence: 99%

Evaluating the likelihood of the glass cliff phenomenon for female ceos in college and universities

Samuel¹,

Wendt²

2023

AIJ

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The glass cliff phenomenon (GCP) maintains that women are more likely to lead risky organizations than men. Quantitative measures of risk for assessing a possible GCP exist for leaders in the business sector, but no quantitative measures exist for college or university leadership. This article tests one variable of risk for college and university institutions, the financial responsibility composite score (FRCS), to see if it measures the GCP in college or university chief executive officer (CEO) hires. Using an ex post facto causal-comparative design, gender and FRCS in private American colleges and universities were analyzed using the Integrated Postsecondary Education Data System data. Purposive sampling randomly paired institutions with female CEOs with similar institutions with male CEOs. Using the U.S. Department of Education's FRCS database, the researcher reviewed patterns in FRCS before and after CEO hires over three studies. No statistically significant results were observed, demonstrating that there is no indication that female CEOs are hired into riskier colleges or universities when utilizing FRCS. Future studies should further investigate the GCP using alternative measures of risk.

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Section: Limitationsmentioning

confidence: 99%

Evaluating the likelihood of the glass cliff phenomenon for female ceos in college and universities

Samuel¹,

Wendt²

2023

AIJ

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“…Few research studies have focused on Black Women administrators and the ways in which they lead. Rather, studies have focused on the underrepresentation (Flowers, 2003;Harper, 2005;and Townsend, 2021), isolation (Patitu, 2003;Gregory, 2001;and Willis, et al, 2019), and marginalization (Bazner, 2021;Lloyd-Jones, 2014;and Mitchell, et al, 2014) of Black Women in higher education. Limited research also discusses the experiences of Black Women administrators at Historically Black Colleges and Universities (HBCUs), while rarely highlighting their experiences in a positive light at predominantly White institutions.…”

Section: Literature Reviewmentioning

confidence: 99%

"This is bigger than me:" Why Black women create inclusive environments in predominantly white campuses

Neale¹

2023

JCAPS

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Using the Applied Critical Leadership (Santamaría & Santamaría, 2012) framework to operationalize leadership and to celebrate the ways in which Black women Vice Presidents of Student Affairs (VPSAs) acquire institutional access to create real change, this study sought to identify what motivates Black Women to engage in creating supporting environments on their predominantly White campuses. Twelve semi-structured one-on-one interviews were conducted with six participants from varying post-secondary institutions. Through qualitative data analysis, the theme This is Bigger Than Me emerged to validate participants’ understandings of their own identities when it comes to creating welcoming environments for racially minoritized students.

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“…Scholars applied CRT to educational environments “… to foreground race and racism in the research as well as challenge the traditional paradigms, methods, texts, and separate discourse on race, gender, and class by showing how these social constructs intersect to impact communities of color” (Solorzano et al., 2000, p. 63; see also Ladson‐Billings, 1998). Like Black feminist thought, CRT is a mechanism through which Black women can uniquely (re)define and counter‐narrate their stories, disrupt dominant narratives, and confront gendered racism (Essed, 1991) in higher education scholarship and practice (Boss et al., 2021; Townsend, 2021).…”

Section: Introductionmentioning

confidence: 99%

“Playing with” and “Letting go”: Employing theoretical frameworks and methodologies to examine Black women's experiences in higher education

Porter

2023

New Drctns for Student Srvcs

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Author overviews interdisciplinary and culturally relevant theoretical/conceptual frameworks and methodologies researchers and theorists have employed to examine Black women's experiences in higher education as students, administrators, and faculty. In conversation with literature and her lived experiences, the author offers three lessons for Black women and those seeking to employ critical frameworks and methodologies: (1) do your research; (2) play with theory and let go; and (3) align positionality, epistemology, and praxis.

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Identity politics: Why African American women are missing in administrative leadership in public higher education

Cited by 22 publications

References 31 publications

Evaluating the likelihood of the glass cliff phenomenon for female ceos in college and universities

Evaluating the likelihood of the glass cliff phenomenon for female ceos in college and universities

"This is bigger than me:" Why Black women create inclusive environments in predominantly white campuses

“Playing with” and “Letting go”: Employing theoretical frameworks and methodologies to examine Black women's experiences in higher education

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