Sisters of the Academy: Modeling Leadership, Collaboration, and Faculty Development for the Public Good

• In Event: Black Women Faculty: Stories of Trial and Triumph, Recommendations for Change

Abstract

Purpose
Using a case study approach and critical race feminism (Wing, 1997), the purpose of this paper is to explore the history and current influence of Sisters of the Academy (SOTA) Institute, a national educational network for Black women in higher education. For the past decade, the organization has facilitated success in teaching, scholarly inquiry, and service for graduate students, junior and senior scholars, and higher education administrators. Through a series of interviews with SOTA Leadership Team members, the authors discuss: 1) the mission, history, and founders of the organization, 2) outreach work with schools and communities, 3) organizational collaboration with national associations, 4) the impact of the organization on members’ careers and lives, and 5) the future goals of SOTA.

Theoretical Framework
This paper employs a critical race feminist lens, as it allows for studying, analyzing, critiquing, and celebrating the experiences of Black women in the academy. The theoretical framework allows for the discussion of SOTA as an organization that not only embraces the multiple identities and consciousnesses of Black women within systems of higher education, but also facilitates collaboration and relationships to enhance their professional development and progress. This theoretical framework serves as a backdrop for analyzing interview data from active members of the organization.

Modes of Inquiry
The work uses a case study approach, where the organization serves as the featured unit of analysis. The unique nature of the organization promises to suggest strategies for professional development for Black women in various academic contexts.

Data Sources and Evidence
Data sources include interviews with Sisters of the Academy Leadership Team members. Interviews ran from 45 minutes to one hour in length.

Point of View
Critical race feminism facilitates the study, analysis, and critique of the experiences of Black women in the academy. It also provides a lens for recognizing practices that may combat gender and racial oppression.

Scholarly Significance of the Work
Thompson and Louque (2005) found that the majority of Blacks in academia have experienced undermining from colleagues and administration (64% and 58%, respectively), marginalization at departmental meetings (57%), and professional jealousy (70%). Such toxic climates call for a heightened need of Black women to establish and maintain strong support systems (Gregory, 1999). Yet, chances of developing such connections on most American campuses are challenging due to the low numbers of the population in these settings. Black, non-Hispanic women comprise only 2.7% of all full-time faculty in the United States, compared to White females who are 31.6% of full-time faculty (U.S. Department of Education, 2005, cited in Holmes, Land, & Hinton-Hudson, 2008).
The double minority status of Black women and the multifaceted leadership roles they take on in varied contexts (i.e. home, civic life, church, the workplace) positions the group to exercise unique approaches to problem solving and decision making. Learning from the featured leaders may offer strategies for leadership development programs and practice geared towards Black women and girls.

Authors

• Dannielle Joy Davis, Alabama State University

• Ifeoma A. Amah, The University of Texas - Arlington