Lifting as We Climb: An Exploration into Black Men's Journey in Higher Education Leadership

• In Event: Brothers in the Academy: Critical Dialogues on Black Maleness, Masculinity, and Manhood in Education

Abstract

This study critically examines the underrepresentation and lived experiences of Black men in higher education leadership, using a constructivist grounded theory approach rooted in Black Critical Theory (BlackCrit). Despite institutional rhetoric promoting diversity, Black male leaders remain disproportionately excluded from positions of influence in predominantly white institutions (PWIs), where they navigate persistent racism, gendered surveillance, and structural exclusion. Drawing on in-depth interviews with Black male administrators from Research 1 universities across the nation, this study explores how racialized and gendered dynamics shape their professional trajectories, leadership practices, and strategies for survival and success.

Through a thematic analysis, the findings revealed that mentorship—particularly from other Black men—emerges as a vital mechanism for resilience and advancement. Participants repeatedly cited the influence of intergenerational support systems, including close friendships and affiliations with Black Greek-letter organizations, as essential to their identity formation, leadership development, and emotional wellbeing. These networks served as cultural sanctuaries and intellectual ecosystems—"Wakandas"—where Black men could engage authentically, receive affirmation, and develop strategies for navigating hostile institutional environments.

However, the findings also illuminate the tensions and risks associated with racialized gender performance, particularly in interactions with white women. Participants described being hyper-aware of how their physical presence, tone, and assertiveness were perceived, often invoking harmful historical tropes of aggression, hypersexuality, or intimidation. These interactions not only shaped how Black men were seen within their institutions, but also constrained their ability to lead authentically, mentor across lines of difference, or challenge inequities without fear of reputational harm or institutional retaliation. The social necessity of code-switching and emotional regulation in these dynamics reflects enduring racial-sexual politics rooted in the afterlife of slavery and anti-Blackness.

Together, these insights highlight the urgent need for culturally responsive mentoring models, institutional accountability, and structural reforms that affirm the full humanity of Black male leaders. By centering their voices and epistemologies, this research offers a grounded theoretical framework to reimagine Black male leadership in higher education as both a site of resistance and transformation. Ultimately, the study contends that the success of Black men in educational leadership is not solely a matter of individual perseverance but depends on dismantling systemic structures that marginalize their contributions while advancing liberatory models of leadership that honor community, equity, and care.

Author

• Sandile Chad Manzini, Rutgers University