Onward and Upward: Advancing Women of Color in Educational Leadership Programs

• In Event: Overlooked No More: Postsecondary Educational Research Informed by Wisdom, Race, and Gender for the Greater Good

Abstract

Research suggests that positive and successful experiences of women of color in doctoral programs may be a unique phenomenon (Grant & Simmons, 2008). However, research has not focused on how women of color have achieved educational success in spite of their barriers and challenges (Grant & Simmons, 2008; Patton, 2009). The literature is wrought with experiences of marginalization and deficit models for women of color in graduate education; however, despite many of the challenges and barriers, given the proper supports, this group is experiencing limited success (Espinoza, 2007; Rogers, 2006; Shotton, 2008). This appreciative phenomenological inquiry aims to examine the experiences of women of color in a joint doctoral program in educational leadership and identify the ways in which they are supported.

Racism and sexism has persisted for centuries, yet very little progress has been made to change status quo practices, especially as it pertains to the underrepresentation of women of color in higher education. To gain a better understanding of this issue, this research draws upon critical race theory, feminist theory, and critical leadership to not only explore the intersection of race, gender, and class, and its impact on women of color in Ed.D. Programs in Educational Leadership, but to identify solutions that can be implemented (hooks, 1981, 1989, 2000a, 2000b; Hill-Collins, 1998, 2000; Holmes, Land, & Hinton-Hudson, 2007; Ladson-Billings & Tate, 1995; Santamaría & Santamaría, 2012; Solorzano, 1997, 1998).

An appreciative phenomenological qualitative inquiry design was used for this study (Daly & Chrispeels, 2005; Moustakas, 1994; Preskill & Catsambas, 2006). The appreciative nature of the design was to ensure that the study focused on the success and positive experiences of women of color within an Ed.D. Program (Daly & Chrispeels, 2005; Preskill & Catsambas, 2006).

Data sources included descriptive survey data, narratives of the women’s experiences corroborated by interviews. Additional demographic and programmatic information was gleaned from participant’s individual institutions. The participants included 12 women representing 6 ethnicities from one institution at various stages in their doctoral program.
Overall, women of color in this diverse context felt supported throughout the various stages of their program, which was a direct contradiction to the empirical literature documenting the experiences of women of color at predominantly White institutions. There was agreement that the faculty was knowledgeable and adept in addressing issues of social justice and equity. Most of this group felt understood and supported by both the faculty and students. They also felt supported by the cohort model and by validation from the curricula, both of which are documented forms of support (Santamaría & Nevarez, 2010). There was also a sense of welcome felt by the participants, which was unusual in different contexts as documented in the literature (Felder, 2010; Gay, 2004; Johnson-Bailey, 2004). Specific findings from this study, with regard to the ways in which students are positively supported, can serve to inform regional, national and international leadership programs seeking to improve educational outcomes for women of color in doctoral programs.

Authors

• Kimberley Henderson Stiemke, University of California - San Diego

• Lorri Michelle Johnson Santamaria, The University of Auckland