BE WELL! (B)lack (W)omen (E)ducational (L)eadership and (L)egacy Aligning Identity, Scholarship, and Practice With Communities

• In Event: Women in Leadership: Stories of Negotiation, Leverage, and Social Justice

Abstract

Rooted in community cultural wealth (Yosso, 2005) and Black feminist thought (Collins, 1986), this paper coalesces the experiences of four Black women tenure track scholars as they have made meaning of their lived experiences while pursuing scholarship, teaching, and service in the academy. Employing phenomenological methodology, the purpose of this research is to present the successes and challenges of these four pre-tenure educational leadership faculty members who have faced disparagement from colleagues, students, and the systemic marginalization present in the practice-based and research-based contexts of their field. From their individual perspectives and their four universities, the scholars offer unifying thematic findings and insight into how universities can support professionals who share similar intersectional realities.

Authors

• Angel Miles Nash, Chapman University

• Nakia M Gray-Nicolas, Queens College-CUNY

• Lolita A. Tabron, University of Denver

• Marsha E. Modeste, The Pennsylvania State University