Graduation Year

2025

Document Type

Dissertation

Degree

Ed.D.

Degree Name

Doctor of Education (Ed.D.)

Degree Granting Department

Language, Literacy, ED.D., Exceptional Education, and Physical Education

Major Professor

Deirdre Cobb-Roberts, Ph.D.

Committee Member

Marie Byrd, Ph.D.

Committee Member

Tangela Serls, Ph.D.

Committee Member

Nicole West, Ph.D.

Keywords

faculty, higher education, motivation, persistence

Abstract

Black women remain vastly underrepresented in tenure-track positions at research universities in the United States, facing systemic barriers that hinder their academic progression. This study examines the experiences and strategies that contribute to Black women’s preparation for tenure-track positions while enrolled in doctoral programs at a predominantly white institution. Grounded in Black feminist thought coupled with an appreciative inquiry lens, this study utilized the sista circle methodology to capture the narratives of seven Black women from various academic disciplines. Findings revealed three experiences that contribute to Black women’s preparation for tenure track positions: intrinsic motivation, funding and institutional resources, and mentorship and professional development. Additionally, participants employed three strategies to prepare for tenure-track positions: self-advocacy, building an academic profile, and mental and emotional resilience. These findings highlight both the strengths and structural challenges of Black women, as well as their commitment to making a difference through social justice. This study contributes to the greater discourse on the lived experiences of Black women in the academy and insights into the reforms needed to cultivate the success of sista-scholars. Recommendations are provided for institutions to create more inclusive spaces, and for Black women to maximize their agency.

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