Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

12-2026

Committee Chair or Co-Chairs

Ginger Christian

Committee Members

Pamela Scott, Jean Swindle

Abstract

Existing literature consistently documents the acute underrepresentation of Black women in administrative leadership. Furthermore, Black women administrators that are represented and visible in higher education often oversee programs and task forces that heighten their experiences to high-risk situations. Emerging narratives suggest Black women employ effective coping strategies and embrace opportunities to strengthen and cultivate support networks while in their leadership roles. However, there is a significant lack in understanding how these strategies are structured and sustained to overcome the underrepresentation of Black women administrators in higher education. Additionally, basing their experiences solely through a survival lens limits a deeper understanding of their adaptability and the specific ways Black women leaders challenge the organizational norms and change structures within institutions.

The purpose of this hermeneutic phenomenological study was to examine and interpret how Black women administrative leaders make meaning of their experiences and engage in adaptive leadership practices within their institutions. The researcher explored how participants described and made meaning of their leadership experiences while engaging with Adaptive Leadership.

Semi-structured interviews were conducted with Black women administrative leaders from higher education institutions within the United States. In addition, participant transcript review occurred to ensure accuracy. Data were analyzed using hermeneutic phenomenological methods to identify meanings and interpret experiences across participants.

Findings revealed a unique complexity for participants leading through institutional challenges, focusing others through change, and intergenerational responsibility. Despite experiences of racial and gendered discrimination, all 13 participants described varied forms of support as significant influencers of their professional growth and retention. Additionally, findings illuminated the shared communal obligation of invisible labor and expanding access for others.

Furthermore, confidence in racial and gender identity and the power of voice and presence were crucial findings in which participants described as significantly important to embody as administrative leaders. Findings contribute to the growing body of literature related to Black woman administrative leaders in higher education and offer recommendations for educational leaders, policymakers, and practitioners seeking to improve institutional leadership and policy for Black women.

Document Type

Dissertation - unrestricted

Copyright

Copyright by the authors.

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