Student Theses
Date of Award
Spring 6-15-2026
Document Type
Dissertation
Language
English
First Advisor
Dr. Audra Watson, Ph.D.
Second Advisor
Dr. Bethany Rogers, Ph.D.
Third Advisor
Dr. Trina Yearwood, Ed.D.
Abstract
This phenomenological study explores the lived experiences of Black women community leaders as they navigate a balance between their professional, personal, and community leadership roles. The research design uses the theoretical frameworks of Black Feminist Intersectionality and Role Theory, specifically addressing the cultural burdens imposed by the Strong Black Woman archetype, which adds additional role strain. The study began with a questionnaire completed by 54 Black women community leaders, followed by 20 in-depth, semi-structured interviews selected from this pool. The study’s key findings are illustrated in a Black Women’s Sustainable Community Leadership Framework. Black women community leaders exude high self-efficacy, motivating them to secure essential resources and advocate for their communities, reinforcing their belief in their capacity for change. However, their dedication incurs significant personal, professional, and health costs, frequently manifesting as burnout, role strain, and a need to suppress vulnerability due to cultural expectations. Participants struggled with constantly blurred boundaries between their roles, necessitating the adoption of intentional learned strategies for self-preservation. This research concludes that Black women community leaders balancing the capacity to serve their communities while simultaneously holding a wide range of life roles is a dynamic, negotiated process. The study offers recommendations for organizational changes to guide future efforts toward sustainable Black women leaders’ community engagement.
Recommended Citation
Brathwaite, Shemeka K., "Balancing Our Capacity to Serve: A Phenomenological Exploration of Black Women Navigating Personal, Professional, and Community Leadership Roles" (2026). CUNY Academic Works.
https://academicworks.cuny.edu/si_etds/20
Included in
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Comments
Faculty signature was present in the original submission and removed for the public posting