Publication Date

Fall 2025

Document Type

Capstone Project

Degree Name

Doctor of Education

Department

Interdisciplinary Leadership

First Advisor

Quincy Martin, Ed.D.

Second Advisor

Matthew Cooney, Ph.D.

Third Advisor

Amanda Turner, Ph.D.

Abstract

Northouse (2016) defines leadership as a process in which an individual persuades a group or individuals to achieve a universal objective. When leaders are stressed, it can affect not only their work performance, but also the work performance of the follower. Historically, Black women have been underrepresented in senior leadership positions in higher education, making it critical to study the unique stressors they experience and the strategies they employ to manage them. By developing deeper insight into the experiences of Black women, presidents, institutions, boards, search committees, and search firms can work to remove barriers Black women face in their progression to senior leadership positions (ACE, 2023). Accordingly, this study explored how Black women senior leaders in higher education, specifically at two-year institutions, manage stress.

Using a phenomenological approach, data was collected through semi-structured interviews with Black women serving in senior-level roles across three U.S. regions. Thematic analysis revealed four major themes: (1) the double bind of racism and sexism as a persistent source of stress, (2) the symptoms of stress, including both physical and emotional manifestations, (3) the use of self-care activities such as spirituality, mindfulness, and exercise, and (4) strategic support seeking, particularly through mentorship, professional development, and peer networks.

Findings indicate that while participants encountered systemic barriers and bias in their leadership journeys, they employed intentional coping strategies that sustained their resilience and effectiveness. Mentorship, both formal and informal, emerged as a critical resource, especially when it came from other Black women who could relate to their lived experiences. Institutional professional development opportunities also functioned as affirmations of their leadership capacity, though such supports were often inconsistent or dependent on individual initiative rather than organizational structures.

The study contributes to the growing body of research on Black women’s leadership in higher education by illuminating the intersectional stressors they face, the strategies they employ to navigate them, and the institutional gaps in support. These insights underscore the need for systemic policy and practice changes, including culturally competent mentorship programs, wellness initiatives, and leadership development opportunities, to advance equity and sustain the well-being of Black women leaders.

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