Theses and Dissertations

ORCID

https://orcid.org/0009-0008-7441-3410

Advisor

Wallace, Jason

Committee Member

Shivers, Melissa

Committee Member

Winkler, Christa

Committee Member

Molina, Danielle

Date of Degree

5-15-2026

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Higher Education Leadership

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations

Abstract

This qualitative study explored the experiences of Black women in mid-level, non-faculty management roles at public Predominantly White Institutions (PWIs) in the Southeastern United States, with a focus on how these experiences influence their pathway into senior-level administrative positions. Grounded in Black Feminist Thought, the research utilized narrative inquiry to center the voices of Black women, recognizing their lived experiences as valuable and often underrepresented sources of knowledge in higher education leadership literature. Three research questions guided the study: (1) What experiences do Black women consider the most significant in their trajectory from mid-level manager to senior-level administrator at Predominantly White Institutions?, (2) What is enabling or constraining Black women's ability to advance into higher-level administrative roles at Predominantly White Institutions?, and (3) In what ways does representation influence the pathway to senior-level administration for Black women? Analysis of participant narratives revealed three overarching themes: leadership shaped by lived experience, navigating institutional barriers, and relational pathways to leadership. Findings indicated lived experiences, institutional barriers and anti-DEI challenges, representation of other Black women in senior-level administration and access to mentorship opportunities significantly influenced career trajectory. Collectively, these findings highlight systematic conditions shaping leadership trajectories and underscores the need for institutional policies and practices that more effectively support the advancement of Black women in higher education administration.

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