Graduation Term
Fall 2024
Degree Name
Doctor of Philosophy (PhD)
Department
Department of Educational Administration and Foundations: Educational Administration
Committee Chair
Lydia Kyei-Blankson
Abstract
This qualitative study explored the experiences of African Americans as they pursued and transitioned into senior administrative roles at four-year predominantly white institutions (PWIs). Insights were drawn from eight participants who held or had held positions such as president, vice president, provost, assistant vice president/provost, and dean.
From in-depth interviews with participants, their experiences were categorized into the overarching themes of career navigation, racial adversity, professional development, and voices of experience, all of which were deeply interconnected through their respective subthemes. In career navigation, subthemes such as empowered by belief and purposeful positioning emphasized the importance of self-confidence, strategic timing, and decision-making in professional roles. These ideas were reinforced by pacing for progress, which underscored the need for knowing when to stay in or transition between roles for career advancement. In contrast, the theme of racial adversity addressed the challenges African Americans faced, including the subthemes of systemic racism and stereotypes, tokenism, and being undermined, all of which complicated their leadership journeys. Meanwhile, navigating relatability and accountability reflected the unique pressures on African American leaders to maintain both authenticity and effectiveness. Professional development complemented these themes by highlighting the subthemes and importance of engagement in leadership programs, mentorship, and networking, which provided essential tools for success. The theme of voices of experience offered insights from seasoned African American administrators, emphasizing subthemes of authentic leadership, advancing diversity, equity, and inclusion (DEI), and the need for self-awareness and reflection while offering practical advice, such as establishing financial safety measures, to prepare future leaders for long-term success. Together, these themes and subthemes provided a holistic view of the complex and multifaceted experiences of African Americans pursuing and transitioning into senior administrative roles at four-year PWIs. Utilizing thematic analysis within the frameworks of resiliency theory and critical race theory, the study revealed key themes that contributed to understanding the challenges and successes encountered by these professionals.
The findings, synthesized with existing literature, offered recommendations for enhancing African American representation and creating more inclusive environments in higher education senior administrative leadership, while also highlighting areas for future research and consideration of theoretical and practical implications.
Access Type
Dissertation-Open Access
Recommended Citation
Allen, Andre, "African American Administrators’ Experiences as They Pursue and Transition into Higher Education Senior Administrative Roles at Four-Year Predominantly White Institutions" (2024). Theses and Dissertations. 2041.
https://ir.library.illinoisstate.edu/etd/2041
DOI
https://doi.org/10.30707/ETD2024.20250116063114466228.1000000