A Similar, Marginal Place in the Academy

Abstract

The Problem. Persisting challenges of inequity in higher education often position Black women as outsiders within their academic environments, resulting in Black women employing strategies that reflect constant negotiation to achieve power, identity, and voice. Black women’s status internationally “at the margins” remains an unexplored leadership style in human resource development (HRD). Being at the margins, domestically or internationally, likely means that Black women everywhere engage in strategies in order to achieve power, identity, and voice. The Solution. Examining the position, perspectives, and leadership strategies of this typically underserved population globally works to deconstruct lingering policies that limit their access to development in higher education institutions. The Stakeholders. The purpose of this article is to present Black women’s unique social and cultural insights in leadership, increase the visibility of their experiences within their academic environments, and inform key educational leaders and HRD practitioners of the persistent barriers Black women encounter.

Reducing Intellectual Poverty of Outsiders within Academic Spaces through Informal Peer Mentorship

“…Additionally, the concept of place-where you are and where you come fromis intertwined with who you are (Elbaz-Luwisch, 2004;Johnson & Thomas, 2012). We agreed with Elbaz-Luwisch's argument that the notion of place itself has been given little attention in the study of teachers' knowledge and work.…”

“…In this research, we learn that women find themselves in marginal places in academia (Aisenberg & Harrington, 1988;Collins, 1986;Johnson & Thomas, 2012). These places may be associated with exclusion, outsiderness, invisibility, and voicelessness.…”

Experiences of women veterans within the private sector: Examining the intersection of gender and veteran status

“…Setting the stage for intersectionality research within the HRD domain, Byrd (2014) highlights the need for research that investigates the ways in which "multiple social identities and categories interact and create disadvantage" (p. 523) in organizational contexts. A few authors used the framework to study the intersection of gender and race and its influence on leadership of women (Byrd, 2009;Byrd & Stanley, 2009;Johnson & Thomas, 2012). Two aspects conspicuously missing from the existing body of empirical HRD research on women using intersectionality as a framework are: (a) how intersectionality plays out in the experiences of women who are not leaders but are employed in organizations; and (b) how dimensions of marginalization other than race, such as nationality or class or veteran status, intersect with gender to establish a matrix of domination within organizations.…”

Mapping professional working experiences of black women : a narrative research study exploring mid-career Black women's social identity as they aspire to be leader in their professional roles

“…However, their contributions, along with their skills and knowledge, are often unrecognized (Zamani, 2003;Rosser, 2004). The lack of these acknowledgements cause Black women in academia to appear invisible and voiceless, while having their experiences overshadowed by those of Black men and/or subsumed by the realities of White women (Zamani, 2003;Rosser, 2004;Johnson & Thomas, 2012). In addition, the mainstream economic categories cast women into one of two roles, those of productive workers and reproductive mothers (Fennel &Arnot, 2008).…”

“…An individual's identity usually reflects their own personal traits and talents, while responding to gendered expectations from constituents (Dunn, Gerlach, & Hyle, 2014). According to hooks (2003), a woman's identity, as determined by her status, often follows her into the workplace and shapes her work experiences (as cited in Johnson & Thomas, 2012). In an effort to succeed in these environments and viewed as proficient workers, many Black women find they must adapt to more male-centric leadership models and norms in order to be seen as serious leaders, and to be able to access senior-level positions (Dunn et al, 2014).…”