ORCID
https://orcid.org/0009-0008-2834-7053
Year
2026
Season
Summer
Paper Type
Doctoral Dissertation
College
Silverfield College of Education and Human Services
Degree Name
Doctor of Education in Educational Leadership (EdD)
Department
Education
Committee Chairperson
Dr. Dilek Kayaalp
Second Advisor
Dr Amanda Pascale
Third Advisor
Dr. Karen Patterson
Fourth Advisor
Dr. G. Victoria Landrum
Department Chair
Dr. Kristi Sweeney
College Dean
Dr. Dan Dinsmore
Abstract
Despite increased educational attainment among Black women, representation in senior‑level leadership positions within higher education remains limited. This qualitative study examines the experiences of Black women who serve or have served in senior‑level academic administrative roles and explores how those experiences inform guidance, preparation, and decision‑making for future Black women leaders. The study focuses on practical barriers, workplace realities, and strategies that shape leadership entry, advancement, and retention.
Using a descriptive case study design, five Black women with professional experience as presidents, provosts, vice provosts, and academic deans participated in semi‑structured interviews lasting 45 to 75 minutes. Purposeful sampling ensured that participants possessed direct, applied knowledge of senior‑level administrative work. Interview data were analyzed through iterative coding and thematic analysis to identify shared experiences and leadership lessons across cases.
Four practice‑relevant themes emerged: (a) barriers and institutional politics, including informal hiring practices, political gatekeeping, and limited transparency in executive selection; (b) emotional labor and health, reflecting burnout, grief, and the personal costs of leadership; (c) mentorship versus sponsorship, highlighting the necessity of active advocacy for leadership advancement; and (d) representation and visibility, emphasizing how perception and scrutiny influence leadership effectiveness and longevity. The findings reveal that Black women often navigate leadership roles under conditions of hypervisibility, marginalization, and limited institutional support, contributing to shortened tenures and pipeline disruption.
The study contributes to higher education leadership scholarship by centering Black women’s voices and offers practical implications for higher education institutions, including leadership development programming, sponsorship structures, transparent hiring practices, institutional reforms, and wellness‑centered support systems. These findings inform strategies to better prepare, support, and retain Black women in senior‑level higher education leadership.
Suggested Citation
Slater, Jacqueline D., "The un-bridged pipeline: Leading and preparing women of color to senior-level higher education administration" (2026). UNF Graduate Theses and Dissertations. 1443.
https://digitalcommons.unf.edu/etd/1443
Included in
African American Studies Commons, Civil Rights and Discrimination Commons, Community College Education Administration Commons, Community College Leadership Commons, Educational Leadership Commons, Education Law Commons, Higher Education Commons, Higher Education Administration Commons, Law and Gender Commons, Organization Development Commons, Other Education Commons, Other Educational Administration and Supervision Commons, Social Justice Commons, Women's Studies Commons
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