Relevant bibliographies by topics / Black Women Leaders

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Black Women Leaders'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Black Women Leaders"

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Watson, Terri N., and Gwendolyn S. Baxley. "Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork." Journal of School Leadership 31, no. 1-2 (January 2021): 142–57. http://dx.doi.org/10.1177/1052684621993085.

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Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.
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Curtis, Sharon. "Black women’s intersectional complexities." Management in Education 31, no. 2 (April 2017): 94–102. http://dx.doi.org/10.1177/0892020617696635.

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Recent educational literature has produced a plethora of gendered experiences encountered by women working towards leadership positions in education. Gender plays a complex role that shapes the relationship between perceived ideals of womanhood and leadership. This paper focuses on the variations in leadership and management distributed in the early years and the competencies needed in areas of socio-economic deprivation. The paper has focused on the findings taken from a research study (2014) that involved the lived experience of eight black women leaders within the UK. The study by Curtis (published 2014, see text for details) highlights a number of demanding complexities that do include gendered assumptions relating to the role of leadership within educational establishments. These issues pertain to certain identifying factors, such as a leader’s accent or choice of dress and traditional hairstyles (e.g. braids, afro, dreads or weaves). Alongside women’s choice of food, including any personal dietary requirements linked to religious beliefs, are areas that identify black women leaders with identities separate from those dominant within society. Such ideals may include a prescriptive view of women as leaders. The road to leadership demands a crescendo of shared voices and visions that support the diversity in the expression of women’s values, shaped by their perception, intuitive lenses, worldviews and lived experiences. This paper is intended to present black women’s intersections as one in which black women share skilfully their biculturalism and their abilities to act as a bridge for others sharing their cultural competencies.
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Gerloff, Roswith. "RAISING THE PROFILE OF BLACK WOMEN LEADERS IN COMMUNITY." International Review of Mission 89, no. 354 (July 2000): 338–40. http://dx.doi.org/10.1111/j.1758-6631.2000.tb00211.x.

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Peters, April L., and Angel Miles Nash. "I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis." Journal of School Leadership 31, no. 1-2 (January 2021): 7–28. http://dx.doi.org/10.1177/1052684621992759.

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The rallying, clarion call to #SayHerName has prompted the United States to intentionally include the lives, voices, struggles, and contributions of Black women and countless others of her ilk who have suffered and strived in the midst of anti-Black racism. To advance a leadership framework that is rooted in the historicity of brilliance embodied in Black women’s educational leadership, and their proclivity for resisting oppression, we expand on intersectional leadership. We develop this expansion along three dimensions of research centering Black women’s leadership: the historical foundation of Black women’s leadership in schools and communities, the epistemological basis of Black women’s racialized and gendered experiences, and the ontological characterization of Black women’s expertise in resisting anti-Black racism in educational settings. We conclude with a four tenet articulation detailing how intersectional leadership: (a) is explicitly anti-racist; (b) is explicitly anti-sexist; (c) explicitly acknowledges the multiplicative influences of marginalization centering race and gender, and across planes of identity; and (d) explicitly leverages authority to serve and protect historically underserved communities.
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Cook, Courtney. "Towards a Fairer Future." Girlhood Studies 13, no. 2 (June 1, 2020): 52–68. http://dx.doi.org/10.3167/ghs.2020.130206.

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In the study on which this article is based, I examine the correlation between the number of Black girls in leadership programs and the number of Black female leaders in nonprofit organizations. I carried out research on Black girl leadership to understand the shortcomings of programs meant to teach Black girls appropriate leadership skills and I conducted interviews with female leaders to determine the hurdles faced by Black women trying to obtain leadership roles in the nonprofit sector. My findings show that there is a disconnect between Black and white women in leadership roles and that impediments for Black women affect leadership prospects for Black girls. This article is a call to create an activist model that supports the professional trajectories of Black girls.
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Naber, Nadine. "Arab and Black Feminisms." Departures in Critical Qualitative Research 5, no. 3 (2016): 116–25. http://dx.doi.org/10.1525/dcqr.2016.5.3.116.

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This essay explores the conditions out of which a diasporic anti-imperialist Arab feminist group came into alignment with the Women of Color Resource Center. It focuses on the history and leaders of the Women of Color Resource Center and its roots in the 1960s and 1970s people of color and women of color based movements in the United States in order to map alliances among black feminist thought, radical women of color movements, and Palestinian de-colonization then and now.
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Aaron, Tiffany S. "Black Women: Perceptions and Enactments of Leadership." Journal of School Leadership 30, no. 2 (August 26, 2019): 146–65. http://dx.doi.org/10.1177/1052684619871020.

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This critical in-depth interview study examined four Black women principals’ perceptions, descriptions, and enactments of school leadership as it relates to their intersectional identities as being both Black and women. The tenets of Black feminist epistemology and the theory of intersectionality form the conceptual framework of this study. Research demonstrates that Black women leaders’ multiplicative identity as Black and women influences their experiences and perceptions of leadership. The principals’ perceptions of school leadership developed into several categories and two themes: student-centered leadership and perceptions of racial stereotypes and deconstructing perceptions about Black women.
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Onyuku-Opukiri, Fidelia. "RAISING THE PROFILE OF BLACK WOMEN LEADERS IN THE COMMUNITY." International Review of Mission 89, no. 354 (July 2000): 341–42. http://dx.doi.org/10.1111/j.1758-6631.2000.tb00212.x.

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BARNETT, BERNICE McNAIR. "INVISIBLE SOUTHERN BLACK WOMEN LEADERS IN THE CIVIL RIGHTS MOVEMENT:." Gender & Society 7, no. 2 (June 1993): 162–82. http://dx.doi.org/10.1177/089124393007002002.

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Saegert, Susan. "Unlikely leaders, extreme circumstances: Older black women building community households." American Journal of Community Psychology 17, no. 3 (June 1989): 295–316. http://dx.doi.org/10.1007/bf00931038.

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Dissertations / Theses on the topic "Black Women Leaders"

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Ngunjiri, Faith Wambura. "TEMPERED RADICALS AND SERVANT LEADERS: PORTRAITS OF SPIRITED LEADERSHIP AMONGST AFRICAN WOMEN LEADERS." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143220309.

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Grissette-Banks, Monique. "The emotional intelligence of successful African American women leaders." Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3608082.

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African American women leaders (AAWLs) experience obstacles and barriers in their quest to ascend to the highest leadership levels in U.S.-based organizations. These obstacles include intersectional oppression in the form of gendered racism, outsider status, invisibility, tokenism, stereotypes, and subordination. In the face of these challenges, AAWLs have ascended to the highest levels of leadership in U.S. workplaces. Many studies on AAWLs explore the coping mechanisms and relational strategies employed to enter, execute, and succeed in workplace leadership roles. This study explored their emotional intelligence; the non-cognitive traits, skills, and abilities that enable AAWLs to create success in their lives. This study enables comprehension of the emotional mechanisms African American women (AAW) use to lead in the face of obstacles to their ascension to high-level leadership roles.

Forty-two AAWLs, who have held leadership positions for a minimum of 3 years at the director level or three levels from the top of an organization, participated in this mixed-methods study. The Emotional Quotient Inventory (EQ-i) was administered to these leaders to assess their emotional-social functioning. Bar-On's (1997) model of emotional-social intelligence served as the basis for this 133-item, self-report inventory. To complement this quantitative assessment and to insert a Black feminist approach to the research, AAWLs participated in teleconference-styled focus groups in which they revealed their self-defined perceptions about their emotional intelligence and the ways those emotional-social traits, skills, and abilities create success in their leadership experience.

Emotional-social functioning of the African American women leaders (AAWLs) in the study was atypically advanced. Assessment results revealed assertiveness and independence as strengths. These leaders perceived themselves to be successful, but identified interpersonal relationship-building as an opportunity for growth. This exploration of the emotional intelligence of AAWLs expands our understanding of the non-cognitive abilities, skills, and traits employed by these leaders in their efforts to navigate complex organizational dynamics and to fulfill high- level leadership roles.

Keywords: African American women, emotional intelligence, leadership

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Bailey-Morrissey, Claudette. "An exploration of the lived experiences of black women secondary school leaders." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/an-exploration-of-the-lived-experiences-of-black-women-secondary-school-leaders(bdee800d-5551-43b8-8eff-7199a6231083).html.

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This research study investigates the lived experiences of eight Black women senior secondary school leaders (hereafter referred to as Black women senior leaders) so as to elucidate their understanding, perceptions and experiences of senior leadership. Educational reform has taken place in England during the Thatcher, Major, New Labour and Coalition governments, leading to significant changes in secondary schools in England. These changes have resulted in new leadership roles, challenges and high levels of accountability. Moreover, the role of headteachers and senior leaders have been widely researched and discussed (Brundrett, 1999; Bush et al. 2006; Lumby and English, 2009; Leithwood, 2009, 2012), yet the experiences of Black women senior leaders is absent from the literature, which has focused on the experiences of Black minority and ethnic teachers and leaders (Powney et al. 2003; Bush et al. 2006; Coleman and Campbell-Stephens, 2010; Johnson and Campbell-Stephens, 2014) A social constructionist, interpretivist paradigm was adopted for this thesis and, using an intersectionality lens, the complexities of Black women senior leaders’ multiple identities and experiences were explored. Sixteen transcripts were generated from two semistructured interviews with the participants and my own, to explore how their race; gender; and, social class intersect to shape their leadership perceptions, beliefs and behaviours. Moreover, this research study is interested in gaining a better understanding of how Black women senior leaders develop their personal and professional identities; the value they place on formal and informal leadership preparation, development and learning approaches; and, how they maintain professional relationships with colleagues. The key findings are presented under the three research questions where Black women senior leaders’ narratives elucidate the lessons they have learnt throughout their senior leadership journeys, which provide insights into their experiences, offering practical advice to help other Black women and colleagues considering senior leadership.
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Lander, Teara Flagg. "She just did: a narrative case study of black women student leaders at a predominantly white midwestern institution." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35485.

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Doctor of Education
Department of Educational Leadership
Kakali Bhattacharya
The purpose of this narrative case study was to explore the lived experiences of four Black undergraduate collegiate women leaders in higher education in their third and fourth years of study in a predominantly White Midwestern institution. This qualitative study was conducted with purposeful and criterion-based sampling. The participants selected needed to be at least a student leader in a registered student organization at one time during their collegiate career. Narrative inquiry was used to explore the participants’ racialized, gendered, and leadership identity development prior to college and throughout the course of their collegiate careers. The participants’ narratives were organized using Bildungsroman format, or as a coming of age story. Findings indicate that although the participants identified as Black women and Black women student leaders, their racialized identity was much more salient than their gendered identity. Therefore, outside of biological markers like menstruating and becoming mothers, they were not able to articulate the development of their intersectional identity. Findings also show the participants had a certain amount of self-confidence and critical self-awareness that allowed them to succeed even when faced with racialized and gendered discrimination as individuals and within their roles as student leaders. Such obstacles contributed to their ability to just do when faced with challenges regardless of the difficulty level of the challenge. The study raises implications about the multitude of support systems that Black women and girls have upon entering college. Another implication is the amount of invisible labor that Black women as collegiate leaders do in order to support their fellow peers. Finally, this study raises implications about the deficit narratives that depict Black women’s and girls’ stories within education. Thus, this study presented a counternarrative to the traditional, negative, and stereotypical narratives that are untrue and detrimental to the racialized, gendered, and leadership development of Black women and girls within and beyond the education system.
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Bell, Janet Dewart. "African American Women Leaders in the Civil Rights Movement: A Narrative Inquiry." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1432029763.

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Lewis, YoLanda S. "Dual Leadership: Perspectives of African American Women Leaders in Ministry and the Workplace." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1628006636888803.

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Sipuka, Olwethu. "A study using black physically disabled women leaders' experiences to examine how a developmental state can deal with economic disparities faced by black young physically disabled women." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12648.

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Includes abstract.~Includes bibliographical references (leaves 62-67).
The post-apartheid South Africa signalled change in various segments of our society including the socio-economic status of young black disabled women. This study was conducted to examine the impact that equality and equity strategies and interventions had on the economic status of young black disabled women of South Africa. This study contains a literature review on the cornerstone concepts of the study to provide a rich theoretical base to ground the research. In this regard a literature review was done on study key concepts such as, a developmental state, gender, and disability and the economy. Using narrative descriptive qualitative methods, the researcher used convenience sampling of four physically disabled women who are leaders in the disability rights movement. The sample took into cognisance provincial boundaries, different disabilities, races and ages in an endeavour to have as diverse a population as possible.
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MosleyAnderson, Juliana M. "Their Perceptions of How Others Perceive Them: Black Women Administrators Internalize Others’ Perceptions of Them as Leaders." Oxford, Ohio : Miami University, 2001. http://www.ohiolink.edu/etd/view.cgi?miami988639703.

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Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2001.
Title from first page of PDF document. Document formatted into pages; contains v, 107 p. Includes bibliographical references (p. 96-101).
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Byrd, Terrica. "Experiences of Intersectionality| A Phenomenological Exploration of How Black American Women Leaders Respond to Stigmatization in the Workplace." Thesis, The Chicago School of Professional Psychology, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196490.

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This qualitative phenomenological study explored the experiences and coping strategies of six Black American women leaders in the Washington DC metro area. Using the conceptual framework of intersectionality, coupled with the concept of stigma-induced identity threat and the Transactional Model for Stress and Coping, the study linked the emotional and psychological outcomes of stigmatization and barriers in the workplace to a need to engage coping processes. Stigmatized leaders found it necessary to rely on a number of coping mechanisms, including: 1) mentorship, 2) internal peer support, 3) external support system, 4) reliance on faith, 5) “speaking up”, 6) overcompensation, and 7) withdrawal to overcome workplace barriers. Findings revealed that while it is common for leaders to consider and sometimes engage negative coping responses, positive coping responses were most common and most effective. Additionally, the findings indicated that withdrawal can, in some cases, serve as a positive coping response.

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Gerdin, Emelie, and Elvira Svensson. "“All of the black women in me are tired today” : En studie om Black Lives Matter-aktivisten Alicia Garzas twittrande." Thesis, Uppsala universitet, Institutionen för informatik och media, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-449341.

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In this article, we explore the Black Lives Matter activist Alicia Garza's Twitter usage during the month of June in 2020 with a critical discourse analysis (CDA). Our aim with the study was to examine the underlying motives and values in Garzas tweeting, and if there were any prevailing themes, in order to see if there was a difference between the discourse used for personal matters and the discourse related to her activism. To support our analysis we utilized critical theory to gain a critical reference and the two-step flow hypothesis to delve into the possible effects Garza's position as an opinion leader has on her tweeting. After processing and examining a total of 48 tweets from the month of June, through the use of coding, our analysis suggests that there are several prevalent themes that can be distinguished in her tweeting. The themes we found were personal tweets, tweets expressing solidarity, tweets urging for action, tweets exuding authority, and promotional tweets. The line between personal matters and the discourse related to her activism was found to be fluid and unable to be strictly defined.
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Books on the topic "Black Women Leaders"

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Allen, Zita. Black women leaders of thecivil rights movement. Danbury, Conn: Franklin Watts, 1996.

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Allen, Zita. Black women leaders of the civil rights movement. Danbury, Conn: Franklin Watts, 1996.

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Mâe Aninha de Afonjá: Um mito afro-baiano. Salvador, Bahia, Brasil: Núcleo de Cultura Popular da Bahia, 2006.

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O papel da liderança religiosa feminina na construção da identidade negra. Rio de Janeiro: Pallas, 2001.

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A right worthy grand mission: Maggie Lena Walker and the quest for Black economic empowerment. Washington, DC: Howard University Press, 2003.

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Gazarik, Richard. Black Valley: The life and death of Fanny Sellins. Latrobe, PA: Saint Vincent College, 2011.

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Manning, William. My name is Eva: A biography of Eva Smith. Toronto, Ont: Natural Heritage/Natural History, 1995.

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Ramphele, Mamphela. Across Boundaries: The Journey of a South African Woman Leader. New York: The Feminist Press, 1997.

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Harrison, Vashti. Little Leaders: Bold Women in Black History. Little, Brown Books for Young Readers, 2017.

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Harrison, Vashti. Little Leaders: Bold Women in Black History. Little, Brown Books for Young Readers, 2017.

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Book chapters on the topic "Black Women Leaders"

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Dujon, Genither. "African-Canadian Black Women Leaders." In Ruptures, 23–39. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-446-8_2.

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Hughes, Claretha. "Profile of American Black Women Leaders." In American Black Women and Interpersonal Leadership Styles, 1–18. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-878-7_1.

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Hughes, Claretha. "Implications for Future American Black Women Leaders and Mentors." In American Black Women and Interpersonal Leadership Styles, 87–101. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-878-7_7.

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Jean-Marie, Gaetane. "Social Justice, Visionary, and Career Project: The Discourses of Black Women Leaders at Black Colleges." In Historically Black Colleges and Universities, 53–74. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230617261_5.

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Botshon, Lisa, and Melinda Plastas. "“Negro Girl (meager)”: Black Women’s In/Visibility in Contemporary Films About Slavery." In Women Activists and Civil Rights Leaders in Auto/Biographical Literature and Films, 171–88. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77081-9_11.

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Dubois, Dominique. "Malcolm X: From the Autobiography to Spike Lee’s Film, Two Complementary Perspectives on the Man and the Militant Black Leader." In Women Activists and Civil Rights Leaders in Auto/Biographical Literature and Films, 109–22. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77081-9_7.

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Mendoza-Reis, Noni, Angela Louque, and Mei-Yan Lu. "The Resilient Women of Color Leaders." In Black and Brown Leadership and the Promotion of Change in an Era of Social Unrest, 55–75. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7235-1.ch003.

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In this chapter, the authors report on their experiences as higher education faculty women of color through three narratives. They present the narratives from their perspectives as three full professors in educational leadership. In the first narrative, an African-American scholar reports on her experiences in academia. In the second narrative, a Latina scholar reports on former Latina students who are currently in school leadership positions enacting social justice leadership. In the third narrative, an Asian-American scholar reports on her current project about networking as a strategy for women of color.
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Farmer, Ashley D. "The African Woman, 1965–1975." In Remaking Black Power. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469634371.003.0004.

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Chapter 3 explores women who were part of two cultural nationalist groups: the Us Organization and the Congress of African People. Both groups practiced the cultural nationalist philosophy of Kawaida, a doctrine based on an African-centered ideals and practices and that prescribed a marginal role for women in political organizing. Through an analysis of their handbooks, political tracts, and women’s columns, this chapter documents how female cultural nationalists redefined the ideal of the “African Woman” in order to reflect their expansive interpretations of the Kawaida doctrine and their organizing roles. In doing so, it illustrates how Kawaidist women caused leaders and organizers in this faction of the Black Power movement to adopt more equitable conceptualizations of gender roles and black liberation.
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Farmer, Ashley D. "The Pan-African Woman, 1972–1976." In Remaking Black Power. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469634371.003.0005.

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Chapter 4 explores how black women activists extended these gendered debates beyond American borders. It contextualizes their interest in and identification with the African and Pan-African liberation struggles of the 1970s and explores their speeches and conference resolutions from the 1972 All-Africa Women’s Conference and the 1974 Sixth Pan-African Congress as examples of how they articulated their ideal of the “Pan-African Woman.” The chapter illustrates how black women activists theorized a political identity that advocated for African-centered politics and gender equality across ideological, geographical, and organizational lines. It also foregrounds how they repositioned black American women at the forefront of diasporic liberation struggles, challenging black men’s real and imagined positions as the leaders of global Black Power struggles.
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Case, Sarah H. "Training “Leaders of Their Own Race”." In Leaders of Their Race. University of Illinois Press, 2017. http://dx.doi.org/10.5622/illinois/9780252041235.003.0004.

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Through a focus on Spelman Seminary of Atlanta, Georgia, between its founding in 1881 and the 1920s, this chapter analyzes the ideological assumptions behind, and the content of, education for black female respectability. An analysis of the content of the education offered at Spelman and the goals of administrators, board members, faculty, and supporters provides an understanding of how secondary schools for girls taught the attributes of respectability. To a surprising degree, industrial education was viewed as essential to the curriculum of a school for “striving” black young women. In contrast to traditional interpretations of black education that oppose industrial and academic education, Spelman faculty and associates viewed industrial and academic education as mutually reinforcing.
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Reports on the topic "Black Women Leaders"

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Community involvement in reproductive health: Findings from research in Karnataka, India. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1007.

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In 1996, the government of India decided to provide a package of reproductive and child health services through the existing family welfare program, adopting a community needs assessment approach (CNAA). To implement this approach, the government abolished its practice of setting contraceptive targets centrally and introduced a decentralized planning strategy whereby health workers assessed the reproductive health needs of women in their respective areas and prepared local plans to meet those needs. They also involved community leaders to promote community participation in the reproductive and child health program. Since 1998, several evaluation studies have assessed the impact of CNAA on the program’s performance and community participation. These studies showed that the performance of the maternal health-care program improved, whereas the functioning of the family planning program initially declined but later recovered. The approach achieved little in boosting community involvement. This project tested a new model of health committee to help stimulate community participation in reproductive and child health activities at the village level. The experiment, described in this report, was conducted in the Hunsur block of the Mysore District in Karnataka for two years. Researchers evaluated the impact in terms of community involvement and utilization of reproductive and child health services.
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