Student Theses
Date of Award
Spring 6-13-2026
Document Type
Dissertation
Language
English
First Advisor
Dr. Audra Watson
Second Advisor
Dr. Bethany Rogers
Third Advisor
Dr. Rosa Rivera-McCutchen
Abstract
Black women have had to deal with the “double jeopardy” of race and gender in higher education for centuries (Khosroshahi, 2021). This qualitative study explored the lived experiences of Black women serving in senior-level leadership roles within institutions of higher education (IHEs) in New York State. Utilizing aspects of phenomenological methodology informed by Black Feminist Thought (BFT) (Collins, 1989, 2000, 2022), this study amplifies the voices of Black women senior-level leaders, centering their narratives to understand how race and gender shape their professional journeys, challenges, and strategies for success. Ten participants, all self-identified Black women with at least 3 years of experience in senior-level leadership roles and holding terminal degrees, engaged in semi-structured interviews to share their experiences navigating institutional spaces.
The study addressed two core research questions and one sub-question: how Black women leaders perceive the impact of race and gender regarding their roles, the distinct challenges they face, and the strategies they use to navigate and overcome those barriers. The researcher used purposeful and snowballing sampling methods to recruit participants, and thematic analysis (“themeing” the data) guided data interpretation. Emerging themes such as gatekeeping in senior-level leadership, racialized and gendered obstacles and challenges, career advancement and advocacy, balancing personal and professional identity, mentorship and community, support and success, as well as approaches and strategies, revealed the complexity of participants’ roles as both leaders and representatives of underrepresented groups.
Findings highlighted the structural and cultural barriers Black women face in academia, including marginalization, tokenism, and a lack of authentic mentorship. Despite these challenges, the research showed Black women lead with intention, influence institutional change, and create supportive networks.The researcher used bracketing, a method of setting aside biases. The researcher intentionally set aside personal biases and professional experiences to ensure participants' voices remained central.
The study contributes to existing scholarship on Black women leaders in higher education. It examines how race and gender influenced their experiences and career paths, offering a nuanced look at the intersectional realities they face. It also gives insights into institutional practices that support diversity, equity, and inclusion at the senior leadership level.
Recommended Citation
Acevedo, Katherine L., "An Exploration of the Experiences of Black Women College Leaders: Reflections on Support, Amplifiers, Barriers, and Success as Leaders in Higher Education" (2026). CUNY Academic Works.
https://academicworks.cuny.edu/si_etds/22
Resubmitted Dissertation
