Advancing African American Women in Public Higher Education: A Phenomenological Study of Recruitment, Retention, and Career Ascension

Abstract

African American women are represented at a disproportionate rate in leadership positions at institutions of higher education. This population has increased numerically, yet it is not reflective in Black women’s likelihood to hold upper-level administrative positions on the university campus. This study explores five African American women’s experiences with recruitment, retention and career ascension at Predominantly White Institutions through a phenomenological lens using semi-structured interviews. African American women find themselves not being fully represented throughout the literature and society, as women issues tend to center around White women’s experiences and Black issues tend to revolve around Black male identities and experiences. This study identifies three overarching themes: System Support, Identity Politics, and Professional Limitations. The themes illustrate the experiences of the participants in higher education as administrators.