Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctorate of Education

Department

Interdisciplinary Leadership

First Advisor

Dr. Quincy Martin, III

Second Advisor

Dr. Marlon Cummings

Third Advisor

Dr. Tiffani Robertson

Abstract

African American women leading at public universities share their thoughts and perspectives on days filled with more than just tasks; they bear silent struggles and the hidden expectation of being recognized for their work without being marginalized. While building inner strength, some find their voices amid doubt and pressure. Progress is made not through grand gestures but through small acts of care. Viewed through the lens of Black Feminist Thought (Collins, 2000), their lives reflect complex realities. Du Bois’s (1903) concept of split identities is relevant—not by choice but by context. Being Black and female reshapes their identities in leadership spaces. Whiteness imposes certain rules without words being spoken. Although more women now lead colleges, positions in higher-level leadership roles remain elusive. Each advancement is achieved while handling invisible efforts. Racially specific insults appear through remarks, silence, and body language. Effort is required to understand norms that others assume as given. Such efforts are never recorded in performance evaluations. During semi-structured interviews, the voices of eight African American women in leadership positions were heard one by one. African American women leading at public universities share their thoughts and perspectives on days filled with more than just tasks; they bear silent struggles and the hidden expectation of being recognized for their work without being marginalized. While building inner strength, some find their voices amid doubt and pressure. Progress is made not through grand gestures but through small acts of care. Viewed through the lens of Black Feminist Thought (Collins, 2000), their lives reflect complex realities. Du Bois’s (1903) concept of split identities is relevant—not by choice but by context. Being Black and female reshapes their identities in leadership spaces. Whiteness imposes certain rules without words being spoken. Although more women now lead colleges, positions in higher-level leadership roles remain elusive. Each advancement is achieved while handling invisible efforts. Racially specific insults appear through remarks, silence, and body language. Effort is required to understand norms that others assume as given. Such efforts are never recorded in performance evaluations. During semi-structured interviews, the voices of eight African American women in leadership positions were heard one by one.

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