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Education reform efforts have mandated the use of student achievement data in schools. This Q-methodology study investigates the perceptions of principals and teachers about how data are used or misused. Principals in the sample were found to use data mostly to evaluate the school, make improvements, and model best practices of data use. Teachers used data to improve instruction and outcomes for students. Results indicate a need to create an assessment savvy environment where data are used to improve practices.

Black women STEM faculty at historically Black colleges and universities (HBCUs) experience many barriers to promotion, tenure, and the attainment of leadership positions. Institutional transformation is essential in addressing these inequities. However, there is a lack of literature that addresses the pathways for institutional transformation at HBCUs. The purpose of this paper is to share Black women STEM faculty from HBCUs recommendations for institutional transformation. Interviews were conducted with fifteen Black women STEM faculty at HBCUs. Findings revealed several themes including the need for: (1) institutional accountability and oversight, (2) investment in the representation of Black women in faculty and administration ranks, (3) leadership training and opportunities, (4) increased support for research scholarship, (5) opportunities for internal and external mentorship on scholarship and tenure, and (6) expanding student support services. Based on participants' reflections recommendations are offered to facilitate institutional transformation that supports the advancement of Black women STEM faculty at HBCUs.

Women faculty at Historically Black Colleges and Universities (HBCUs), experience many barriers. HBCUs' rich histories of advancing racial equity have often outweighed a focus on gender equity, with issues at the intersection of race and gender receiving minimal attention. This study highlights the need for institutional transformation at HBCUs by identifying the structural factors that promote and inhibit Black women STEM faculty advancement. Interviews (n=15) were conducted with HBCU Black women STEM faculty using the Life Interview approach. The three major themes related to barriers included: (a) greater likelihood of having their expertise questioned, (b) increased pressure to work harder, and (c) sexism, racism, and gendered racism.This study expands upon existing research in the literature by focusing on an understudied population, Black women STEM faculty at HBCUs. Findings suggest that to advance institutional transformation diversity, equity, and inclusion goals, colleges and universities must establish infrastructures that include supports of benefit to the professional advancement of all faculty.

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