Despite the upsurge in the number of woman students as well as novice faculty /administrators, there are still too few women leaders to inspire the shifting demographics. The growing number of female undergraduate students in most parts of the world has created the erroneous perception that gender equality in higher education has been attained. While women's contribution to higher education has increased, the attainment of leadership positions is practically unknown from the global perspective. Given that higher education is becoming a more complicated global enterprise, gender equality in leadership is not only an issue of impartiality but also a need in the evolving higher education setting (Cheung, 2021). For decades, well-acknowledged leadership theories have had a significant influence on leadership practice in enterprises and institutions of higher education. Hegemonic leadership practices are deeply ingrained in institutions, beliefs, and values regarding what makes for good leadership, excluding people whose lives do not match up with the dominant culture, which becomes an issue seen in most dynamics. For Black women, mainstream leadership rhetoric and practice exclude them, as these ideas are shaped by White men's and White women's experiences (Parker, 2005). To restore balance to the area of leadership, it is critical to research, and highlight theories through published literature that reveal the needs of Black women leaders around the globe in higher education that support their advancement and the establishment of a forum. This creates the space for forums that are open to the variety of perspectives that Black women leaders can bring to the table.
"Black Women and Theoretical Frameworks,"
The Scholarship Without Borders Journal: Vol. 1:
2, Article 1.
Available at: https://digitalcommons.pepperdine.edu/swbj/vol1/iss2/1