Education Commons^™

Black Women's Search For Meaning: An Existential Portraiture Study On How Black Women Experience The 4 Existential Givens, Tamiko Lemberger-Truelove

Language, Literacy, and Sociocultural Studies ETDs

The purpose of the phenomenological, qualitative study was to explore how select Black women experience the four ultimate concerns of existence, including freedom, isolation, meaninglessness, and death. Existential psychology, from which the four existential givens emerge, is deeply grounded in existential philosophy, which rarely connects key principles and tenets of existentialism to the experiences of Black women. The existential givens have been posited as a universal framework and yet because Black women are faced with multiple forms of marginalization the current study operates from the assumption that universal experiences are filtered through patently Black experiences. To explore how the existential …

An Exploration Of The Impostor Phenomenon And Its Impact On Black Women Administrators In Higher Education In The South, Marian Muldrow

Electronic Theses and Dissertations

Numerous studies document Black student and faculty underrepresentation in higher education and the obstacles blocking their access to the classroom either as students or as instructors. As Black women students work toward graduate degrees, Black women administrators are needed so these students can see their identity reflected in their academic leaders.

As a result, this study focused on the particular challenges that limit upward mobility to senior-level administrative positions and highlighted some of the obstacles and conflicts that arise when Black women pursue leadership positions at institutions of higher education. The highlighted historical events related to education, as well as …

Glass Ceilings And Bottomless Floors: Black Women's Experiences In Education Reform Leadership, Alicia Danielle Nance

LSU Doctoral Dissertations

Recent social commentary, articles, and research studies are increasingly discussing the ways in which urban education reform, which is overwhelmingly white and female, is failing communities of color in the United States by continuing to reify systems of oppression and inequity. As the faces of urban public school students in the United States become more African American and Latino, the faces of leadership in the U.S.’s urban schools should begin to reflect similar demographic changes. This study, to address the current gap in research literature, critically examines the narratives of Black women educational leaders who serve students in a mid-sized …