Publisher： Common Ground Publishing
E-ISSN： 1447-9540|17|4|193-204
ISSN： 1447-9494
Source： The International Journal of Learning: Annual Review, Vol.17, Iss.4, 2010-01, pp. : 193-204
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
This paper explores why fewer African American women obtain leadership positions in higher education. This work originates from my personal accounts and experiences while engaging in false perspectives of self throughout my academic career. As an African American woman, who is currently in a doctoral program, I have experienced the negative effects when I have placed restrictions on my abilities to lead in academia. Through research findings my experiences are not isolated. Therefore, this paper addresses some of the pitfalls African American women often encounter when they harbor internal false perspectives or false self-concepts, which usually limits their progression into leadership roles in higher education. The study is an analysis of African American female academicians in leadership positions, specifically in the roles of college presidents, vice-presidents and provosts in colleges and universities in the United States. New Crisis (2001) reports 27 of the 2,320 four-year institutions of higher learning in the United States are reported to be led by Black women.This study is an historical collection of narratives and interviews of African American women leaders in higher education. This paper explores the common threads that bind them in womanhood and scholarship, and suggests strategies, qualities and characteristics necessary to increase the numbers of future Black female chief executives in higher education.The significance of this study may translate for other women of color internationally.
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