Hidden Messages: The Covert Practices at Historically White Institutions That Undermine Diversity, Equity, and Inclusion for Black Women Staff and Administrators

• In Event: Hear Our Voices: Black Feminist Articulations of Systemic Oppression and Organizational Failure at HWIs

Abstract

Black women staff and administrators in higher education play a vital role in the retention of students of color (Jones et al., 2012). They are an indispensable source of support for students, and their positioning becomes even more evident when discussing the relationship between Black women administrators and Black women students (Luedke, 2017). Having employees that represent the diversity of the student population may also act as a symbol of a university’s commitment to ensuring that diversity and inclusion are a priority (Wolfe & Dilworth, 2015, p. 668).

Extant research on Black women staff and administrators show that they often report feeling excluded and isolated in the workplace (Hall et al., 2012). Additionally, the organizational cultures of higher education institutions often reflect the priorities of those in higher-level leadership positions (Wingfield, 2010), and evidence also shows that, currently and historically, white men have been overrepresented in most leadership positions in higher education (Chronicle, 2017; Mosley, 1980). Additionally, many institutions have recently indicated that diversity and inclusion are core values and/or strategic goals in their mission statements, public speeches given by institutional leaders, and online and print materials, yet, they simultaneously lack representation in leadership (Martinez-Acosta & Favero, 2018).

This qualitative and phenomenological dissertation focused on 20 Black women staff and administrators at one highly selective historically white institution (HWI). The participants were viewed as experts, and the results included direct quotes and excerpts taken from all 20 interviews. Contextualizing their experiences was a vital part of the research design and analysis process, and therefore Liu’s (2017) CRT/I model, which combined intersectionality and Black Feminist Thought, and organizational theories were used to frame the researcher’s analysis of their experiences (Collins, 2000; Martin, 2002).

While five themes emerged from the study, two were the most relevant to the examination of the organizational culture and the perspectives of the experts: navigating office politics, or as one expert described it, the “political landmines,” and the observable differences between policy and practice. The experts’ mentioned that it was difficult to advance professionally, find key mentors and sponsors, and be granted the appropriate time to attend professional development and explore educational opportunities, even when these benefits were offered to most employees at the university. They also expressed frustration, emotional pain, and stress due to the microaggressions experienced and related struggles with work-life balance. Detaching themselves from their work, or viewing it as “just a job,” was one strategy that assisted the experts with lessoning the impact that various challenges in the workplace had on their sense of self-worth. The experts also strategized around various obstacles, leveraged relationships, and even advocated for themselves to achieve career advancement, increased pay, and respect at the institution.

This dissertation research offers a significant contribution to the study of higher education, as well as practice-oriented research centered on staff and administrators. The work also addresses a gap in research related to Black women in higher education. Finally, this work will serve as supporting evidence for the need for institutional change.

Reference list was removed for word count.

Author

• Brittany Robertson, Rice University