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Dissertations / Theses on the topic 'Black Women Leaders'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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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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Dubose, Lisa E. "Experiences in the Leadership Advancement of African American Women." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1510681105954819.

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Stanford-Randle, Greer Charlotte PhD. "The Enigmatic "Cross-Over" Leadership Life of Dr. Mary McLeod Bethune (1875-1955)." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510931464259225.

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Ferguson, Janice Y. "Anna Julia Cooper: A Quintessential Leader." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1420567813.

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McCray, Kenja. "Complements to Kazi Leaders: Female Activists in Kawaida-Influenced Cultural-Nationalist Organizations, 1965-1987." 2017. http://scholarworks.gsu.edu/history_diss/57.

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This dissertation explores the memories and motivations of women who helped mold Pan-African cultural nationalism through challenging, refining, and reshaping organizations influenced by Kawaida, the black liberation philosophy that gave rise to Kwanzaa. This study focuses on female advocates in the Us Organization, Committee for a Unified Newark and the Congress of African People, the East, and Ahidiana. Emphasizing the years 1965 through the mid-to-late 1980s, the work delves into the women’s developing sense of racial and gender consciousness against the backdrop of the Black Power Movement. The study contextualizes recollections of women within the groups’ growth and development, ultimately tracing the organizations’ weakening, demise, and influence on subsequent generations. It examines female advocates within the larger milieu of the Civil Rights Movement’s retrenchment and the rise of Black Power. The dissertation also considers the impact of resurgent African-American nationalism, global independence movements, concomitant Black Campus, Black Arts, and Black Studies Movements, and the groups’ struggles amidst state repression and rising conservatism. Employing oral history, womanist approaches, and primary documents, this work seeks to increase what is known about female Pan-African cultural nationalists. Scholarly literature and archival sources reflect a dearth of cultural-nationalist women’s voices in the historical record. Several organizational histories have included the women’s contributions, but do not substantially engage their backgrounds, motives, and reasoning. Although women were initially restricted to “complementary” roles as helpmates, they were important in shaping and sustaining Pan-African cultural-nationalist organizations by serving as key actors in food cooperatives, educational programs, mass communications pursuits, community enterprises, and political organizing. As female advocates grappled with sexism in Kawaida-influenced groups, they also developed literature, programs, and organizations that broadened the cultural-nationalist vision for ending oppression. Women particularly helped reformulate and modernize Pan-African cultural nationalism over time and space by resisting and redefining restrictive gender roles. As such, they left a legacy of “kazi leadership” focused on collectivity, a commitment to performing the sustained work of bringing about black freedom, and centering African and African-descended people’s ideas and experiences.

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Wilson, Kellie Darice. "The political spaces of Black women in the city identity, agency, and the flow of social capital in Newark, NJ." 2007. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.16796.

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