A phenomenological inquiry into the influence of crucible experiences on the leadership development of Black women in higher education senior leadership

Abstract

Supported by the Crucibles of Leadership theory, this article explores how adverse experiences influence the leadership development of Black women in higher education senior leadership. I use phenomenology to explore how these leaders’ adverse lived experiences manifested as transformative crucible experiences with resilience, thus promoting leadership development. Black people have been continuously subject to adversity, while Black women have overcome the compounded adversities resulting from their intersectional identities. Reported lived adversities included physical, sexual, and verbal assault and abuse, adverse childhood experiences such as growing up in poverty, being raised by single parents, being subject to bullying, losing loved ones, discrimination, and health issues. Black women are resilient, and education has proven to be a lifeline regarding adversity, thus promoting leadership capabilities. They use adversity as fuel to overcome adverse crucible experiences, thus developing the necessary skills to prepare them for leadership. The results further reveal that Black women in higher education senior leadership experienced significant adverse experiences that manifested as crucible experiences by overcoming adversity. The findings reveal an association between their ability to develop the necessary leadership skills to advance their career and their lived adverse experiences.

Black Women Faculty and Administrators Navigating COVID-19, Social Unrest, and Academia: Challenges and Strategies

“…With the occurrences of COVID-19 disparities, lingering economic equities, and social unrest, continued insight is needed into Black women’s experiences as faculty and leaders in higher education [ 47 ]. Black faculty and other faculty of color have been continually underrepresented in higher education [ 13 ].…”

“…This intersecting level of racial and gender discrimination persists at every level of academic life, leading to faculty and students viewing Black women scholars as less capable and resulting in fewer full-time, tenured positions for Black women faculty [ 52 ]. Addressing these issues is further complicated as Black women seldom hold administrative positions in universities [ 52 ] and are underrepresented in higher education leadership [ 47 ]. The history of Black women in U.S. higher education can be described as a lesson in persistence, courage, and overcoming diversity, complete with persistent challenges, such as the gender pay gap, the concrete ceiling, regulated availability, power struggles, limited role models, privilege, tokenism, invisibility, microaggressions, and isolation [ 57 , 58 ].…”

“Trauma can be a Really Great Teacher, and for Those That Have Invested in Learning the Lessons and Applying Those Lessons to Their Personal Evolution, it can set Them Apart as the Greatest Leaders”: Testimonios of the Professional and Leadership Experiences of Latina Executive Leaders With a History of Trauma

“…After data analysis, Chance (2021) identified three themes: 1) adversity, 2) education, and 3) leadership. Chance (2021) found that all participants had experienced significant adversity at different points in their lives, starting in childhood. Some of the severe adverse experiences included verbal, sexual, and physical assault and abuse, life-threatening illnesses, and unforeseen deaths of people close to them.…”

“…Furthermore, researchers have yet to explore this topic exclusively among Latina leaders at postsecondary institutions (Arnold et al, 2018;Breisch & Lexmond, 2013;Wolf Williams & Allen, 2015) while using a qualitative approach (Wolf Williams & Allen, 2015). Studies on this topic have focused on Black females (Arnold et al, 2018;Chance, 2021), while other studies included male and female leaders from diverse backgrounds and fields (i.e., African American, Haitian, Hispanic, White, German, Rwandan, British, Indigenous Guatemala) (Breisch & Lexmond, 2013;Wolf Williams & Allen, 2015). This study is also unique due to the researcher's positionality and identity as a Latina with a history of trauma.…”

“…Thus, I expanded my search to include women of color leaders in K-12 and higher education with a history of trauma. Chance (2021) conducted a qualitative study with nine Black senior leaders at various colleges and universities in the U.S. to explore how and if crucibles, or adverse experiences, impacted the leadership development of these women. Of the nine participants, one was an assistant vice president/provost, two were vice presidents, and six were presidents.…”