Abstract

Throughout the historical journey of Black women in America, spanning from enslavement (Best, 2015) to activism as abolitionists, advocates for women's suffrage (Sesko & Biernat, 2010), and leadership in civil rights (Rushing, 2021), Black women's resilience shines through amid challenges. This study investigates the phenomenological experiences of Black women professors teaching in predominantly white institutions (PWIs) who are often marginalized because of racial and gender intersectional bias (K.W. Crenshaw, 2017). It explores the challenges these professors endure and examines the success methods they employ to overcome their challenges while discovering their needs for personal and professional success. The study's framework and theories include constructivism (Kincheloe, 2005; Naidoo & Mabaso, 2023), critical race theory (Caldwell & K.W. Crenshaw, 1996; Delgado & Stephanic, 2000), self-determination theory (Deci & Ryan, 1991), hierarchy of needs (Maslow, 1962), resilience, and hope (Harris-Robinson, 2006; R. M. Johnson, 2019). Utilizing semi-structured interviews and thematic analysis, the study interprets meaning within qualitative data as it explores the challenges that Black women professors endure at PWIs, including microaggressions and underrepresentation (Priddie et al., 2022), intersectionality (K.W. Crenshaw, 2017), diminishment and stereotyping (Lobel, 2006), social isolation (Warren-Gordon & Mayes, 2017), lack of support (Neal-Barnett et al., 2011), discrimination (Pager & Western, 2012), invalidation (Griffin et al., 2013), student evaluation bias (Reid, 2010), lacking mentors (M. Jones et al., 2015), tenure denial (Frazier, 2011), and hostile environments (Butler, 2021; Smith, 2004). The practices that Black women professors use to overcome challenges include acquiring support systems (Tatum, 2017), faith in God (R. M. Johnson, 2019), anti-racist communication (Jackson & Mitchell, 2022), professional development (Carlson, 2022), and self-care (Hülsheger et al., 2013). Findings reveal that the marginalization of Black women professors breeds social isolation and a lack of belonging; Black women professors empower themselves to maintain their representation at (PWIs) by creating support systems. They counteract the lack of support by intentionally finding what they need outside their PWIs by joining professional networks and organizations. They seek supporters, mentors, and allies to gain the social capital necessary for accessing information and resources often withheld at PWIs.

Library of Congress Subject Headings

African American women college teachers; Women teachers, Black—Education, Higher

Date of Award

2024

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Gabriella Miramontes

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