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101
CHAPTER 6
BLACK WOMEN AT THE HELM
IN HBCUS: PARADOX OF
GENDER AND LEADERSHIP
Gaëtane Jean-Marie and Virginia C. Tickles
ABSTRACT
Many Black women continue to negotiate their way within higher educa-
tion institutions, which are inuenced by social class, race, and gender biases.
Several scholars contend that Black women’s objectication as the “other”
and “outsider within” (Collins, 2000; Fitzgerald, 2014; Jean-Marie, 2014)
is still apparent in today’s institutions yet many persist to ascend to top lead-
ership positions (Bates, 2007; Epps, 2008; Evans, 2007; Hamilton, 2004;
Jean-Marie, 2006, 2008). In particular, the inroads made by Black women
administrators in both predominantly white colleges (PWIs) as well as his-
torically black colleges and universities (HBCUs) depict a rich and enduring
history of providing leadership to effect social change in the African American
community (i.e., uplift the race) and at large (Bates, 2007; Dede & Poats,
2008; Evans, 2007; Hine, 1994; Miller & Vaughn, 1997). There is a grow-
ing body of literature exploring Black women’s leadership in higher educa-
tion, and most research have focused on their experiences in predominantly
white institutions (Bower & Wolverton, 2009; Dixon, 2005; Harris, Wright, &
Black Colleges Across the Diaspora: Global Perspectives on Race and Stratication in
Postsecondary Education
Advances in Education in Diverse Communities: Research, Policy and Praxis, Volume 14, 101–124
Copyright © 2017 by Emerald Group Limited
All rights of reproduction in any form reserved
ISSN: 1479-358X/doi:10.1108/S1479-358X20160000014006
102 GAËTANE JEAN-MARIE AND VIRGINIA C. TICKLES
Msengi, 2011; Jordan, 1994; Rusher, 1996; Turner, 2008). A review of the lit-
erature points to the paucity of research on their experiences and issues of race
and gender continue to have an effect on the advancement of Black women
in the academy. In this chapter, we examine factors that create hindrance to
the transformation of the composition, structure, and power of leadership
paradigm with a particular focus on Black women administrators and those
at the presidency at HBCUs. From a review of the literature, our synthesis is
based on major themes and subthemes that emerged and guide our analysis in
this chapter. The chapter concludes with recommendations for identifying and
developing Black women leaders to diversify the leadership pipeline at HBCUs
and other institutions for the future.
Keywords: Black women administrators; gender and race; historically
Black Colleges and University (HBCUs); leadership pipeline;
presidency
Many Black women continue to negotiate their way within higher educa-
tion institutions, which are inuenced by social class, race, and gender biases.
Several scholars contend that Black women’s objectication as the “other” and
“outsider within” (Collins, 2000; Fitzgerald, 2014; Jean-Marie, 2014) is still
apparent in today’s institutions yet many persist to ascend to top leadership
positions (Bates, 2007; Epps, 2008; Evans, 2007; Hamilton, 2004; Jean-Marie,
2006, 2008). In particular, the inroads made by Black women administrators
in both predominantly white colleges (PWIs) as well as historically black col-
leges and universities (HBCUs) depict a rich and enduring history of provid-
ing leadership to effect social change in the African American community
(i.e., uplift the race) and at large (Bates, 2007; Dede & Poats, 2008; Evans,
2007; Hine, 1994; Miller & Vaughn, 1997). However, both types of institu-
tions have a lack of understanding of Black women’s experiences as well as the
subtle and overt climate of hostility, indifference, and invisibility toward black
women administrators (Miller, 2010; Miller & Vaughn, 1997; Patitu & Hinton,
2003). The experiences of Black women administrators are varied in higher
education, but a common form of institutional pattern exists (Dede & Poats,
2008; Jean-Marie & Lloyd-Jones, 2011a, 2011b; Myers, 2002). Specically,
many working in higher administration are highly educated, ambitious, com-
petent, and have been able to transcend systemic racism and sexism (Bates,
2007; Jean-Marie, 2011; Jean-Marie & Lloyd-Jones, 2011a, 2011b; Miller,
2010). For those who have ascended within the ranks of higher education
administration, these factors have contributed to their leadership success.
AQ1
Black Women at the Helm in HBCUs 103
There is a growing body of literature exploring Black women’s leadership in
higher education and most research have focused on their experiences in pre-
dominantly white institutions (Bower & Wolverton, 2009; Dixon, 2005; Harris,
Wright, & Msengi, 2011; Jordan, 1994; Rusher, 1996; Turner, 2008). Further,
the bulk of studies on Black women administrators in HBCUs is concentrated
in dissertation studies (Dede & Poats, 2008; Waring, 2003). However, the
Journal of Negro Education and Black Issues in Higher Education are among
scholarly journals that have consistently published empirical articles on the
experiences of Black women faculty and administrators. A review of the litera-
ture points to the paucity of research on their experiences and issues of race
and gender continue to have an effect on the advancement of Black women
in the academy. Waring (2003) declared that “the absence of special focus on
African American women is not conned to history or feminist literature but
occurs in our understanding (or lack of understanding) about how African
American women function in the workplace as well” (p. 31).
While the preparation – formal and informal – of Black women depicts the
tremendous strides made during the latter part of the twentieth century to
date, confronting inequities and making colleges and universities more inclu-
sive and hospitable for Black women continue to represent ongoing struggles
(Bonner, 2001; Bower & Wolverton, 2009; Jordan, 1994; Miller, 2010; Patitu
& Hinton, 2003). Several scholars (Caldwell, 2006; Hamilton, 2004; Myers,
2002; Rusher, 1996) provide analyses on how Black women administrators
in HBCUs are challenging the institutional culture of the academy that per-
petuates sexism and hinder their advancement to senior level positions. In
this chapter, we examine factors that create hindrance to the transformation
of the composition, structure, and power of leadership paradigm with a par-
ticular focus on Black women administrators and those at the presidency at
HBCUs. From a review of the literature, our synthesis is based on major
themes and subthemes that emerged and guide our analysis in this chapter.
The chapter concludes with recommendations for identifying and developing
Black women leaders to diversify the leadership pipeline at HBCUs and other
institutions for the future.
BLACK WOMEN ADMINISTRATORS IN HBCUS:
PROGRESS AND CHALLENGES
The history of Black women’s leadership includes women’s national organi-
zations that were at the forefront in the development and sustenance of
104 GAËTANE JEAN-MARIE AND VIRGINIA C. TICKLES
educational institutions (Collins, 2000; Evans, 2007; Hine, 1994; Knupfer,
2006). With a history of overcoming a multitude of barriers molded from the
years of slavery, Women Suffrage/Rights movements, Civil Rights movements,
and Afrmative Action platforms, Black women continue to push forward for
equal rights, though doubly disadvantaged (Bates, 2007) – being a woman
and a person of color (Green, 2008; Harris et al., 2011; Jackson & Harris,
2007). However, the dominant cultural leadership framework historically has
been a barrier to the expansion and inclusion of women in top administrative
positions in higher education (Caldwell & Watkins, 2007; Malveaux & Jones,
2008) which is also evident in HBCUs. Futrell (2012) raises a critical issue
that “America must be prepared and willing to open the door of leadership
at all levels of education, especially to more women and minorities (p. x).
Recognizing that progress has been made, she laments that higher education
is heavily dominated by males, including “institutions of color” … a “wicked
problem” that has continually plagued our education system since its incep-
tion as well as our society in general (p. x).
Gender Stratication in Leadership Roles at HBCUs
The gendered nature of academic life in the United States is interpreted in
terms of Glick and Fiske’s (2001) “ambivalent sexism.” Specically, in this
view, gender stereotypes are ideological and prescriptive rather than simply
descriptive; their inuence on academic improvement processes is unlikely
to diminish simply with the passage of time or accumulating evidence
on women’s capabilities. This framing suggests that the ambivalent atti-
tudes toward women are intractable. Capturing how women leaders have
to navigate and negotiate the masculine terrain of leadership, Fitzgerald
(2014) posits that “universities are replete with strong imprints of mascu-
line domination” (Alvesson, 2002, p. 11) and these imprints are based on
the dominance of men at senior levels which cast “women out of place,
strangers in the landscape” (p, 60), and routine organizational activities
are premised on male and masculine ways of working (Priola, 2007). The
dominant institutional leadership culture often perpetuates gender strati-
cation that casts women as outsiders in higher education institutions – a
male- dominated environment. In considering sexism that permeates many
HBCUs, there is a dichotomy in that “they were among the rst institutions
to offer women access to college” (Allen, Jewell, Grifn, & Wolf, 2007,
p. 268); however, the experience of men and women at HBCUs is and was
not quite the same or equal.
Black Women at the Helm in HBCUs 105
The historic legacies of HBCUs are well documented in the higher educa-
tion research literature about the characteristics, features, and performance
of these institutions. A particular aspect of HBCUs is the education of Black
women, with these institutions emphasizing self-improvement, leadership,
professional achievement, and community activism (Jewell, 2002). Bethune-
Cookman, Bennett, and Spelman Colleges, for example, are recognized as
historically black institutions that have devoted themselves to the education
of young women. In addition to academic excellence, a common attribute
of both Bennett and Spelman is helping Black women achieve their goals
in ways that coeducational institutions’ curricula do not provide. Preparing
young Black women to assume leadership roles has been at the core of these
institutions’ missions. According to President Tatum (2005):
At the heart of our mission is the idea of leadership development and civic engagement.
Leadership development and civic engagement are the things that we have been involved
in for a long time. Our students are engaged in lots of service outreach and so we think
about civic engagement as really important, but we want to think in a synergistic way
about what kinds of leadership opportunities and experiences our students need for the
twenty-rst century. (p. 47)
While women-only HBCUs have played a signicant role in advancing the
educational attainment of Black women, co-ed HBCUs are contributors to
gender, nationality, sexuality, religion, and race/ethnicity discrimination that
has been and continues to be an unfortunate occurrence for students, faculty,
and administrators (Allen, Jewell, Grifn, & Wolf, 2007; Benjamin, 1997;
Jean-Marie, Williams, & Sherman, 2009).
In discussing issues of gender discrimination in HBCUs, at the onset is
the point of tension and contention that arises in exploring such topics.
The foundation of HBCUs’ historical struggle with discrimination and
oppression implies a social defense against any kind of inequities occurring
in these institutions. In the broader context, the pervasiveness of sexism is
still prevalent today and a contributing factor of the underrepresentation
of Black women in higher education leadership in HBCUs. Sexism occurs
when women are discriminated against because of their gender (Caldwell &
Watkins, 2007, p. 2). In examining the experiences of Black women – faculty
and administrators – they persistently confront discrimination due to gender
(Caldwell & Watkins, 2007). According to Benjamin (1997), “Black women’s
long traditional role as educators – as agency, administrator, teacher – in
empowering themselves and others offers a liberating compass for navigating
through the “isms” in higher education” (p. 6). The exclusion (limitation) of
Black women from signicant involvement in academic administration is a
106 GAËTANE JEAN-MARIE AND VIRGINIA C. TICKLES
loss of talent for the nation (Caldwell & Watkins, 2007; Nealy, 2009a, 2009b;
Wilson, 1996).
HBCUs’ historic contribution has been and continues to be the educa-
tional attainment of African Americans. Among institutions of higher learn-
ing, HBCUs paved the way through outreach programs and educational
resources to make higher learning obtainable to African Americans and to
bridge the gap between privileged and marginalized people (Jean-Marie,
2008). Sims (1994) asserts HBCUs’ mission was threefold in their rst cen-
tury. First, the education they provided to newly freed slaves was rich in
black history and tradition. Second, they delivered educational experiences
that were consistent with the experiences and values of many Black families.
Third, they provided a service to the Black community and the country by
aiding in the development of leadership, racial pride, and return service to
the community (Nichols, 2004; Sims, 1994). Despite the important aim in
the third mission, HBCUs perpetuate the culture and values of the dominant
society about women and leadership (i.e., “women can’t lead”).
Invisible Presence of Black Women Leaders: Systemic Sexism in HBCUs
A review of the literature depicts the work of several scholars who have given
attention to Black women administrators in HBCUs and the intersection
of gender (i.e., sexism) and leadership (Jean-Marie, 2006; Jean-Marie et al.,
2009; Wilson, 1989). Often, Black women ascending to leadership positions
are met with challenges and discrimination. Their oppression is intricately
connected with power relations within institutional culture because cultural
values determine who will have access to power and who will not. Wilson
(1989) argues sex discrimination against women of color in both black and
white universities has inhibited their upward mobility to achieve parity in
positions in academic administrations (p. 89). In their study, Miller and
Vaughn (1997) argue that Black women experience situations in which their
authority is undermined, their competence compromised, and their power
limited. Despite the progress of black women’s ascendancy in the academy,
“the twin disguise of racism and sexism still impose great restraints on the
utilization of the competence and talents of African American women at
both predominantly black and predominantly white institutions” (p. 179).
In further support of this, Bonner’s (2001) examination of gender issues in
HBCUs and predominantly white institutions (PWIs) investigated the success
and mobility of Black female and male faculty and administrators in these
institutions. Among the ndings was the pervasiveness of racism and sexism
AQ2
Black Women at the Helm in HBCUs 107
Black women faced at HBCUs. Bonner (2001) in her analysis of gender issues
in HBCUs asserted: “Black women have long struggled for parity within men
and White men in the U.S. academy and they continue to experience a pat-
tern of location at the bottom of the employment, rank, and tenure ladders
(p. 176).” Bonner (2001) also found that Black women faced barriers to promo-
tion, exclusion from curricula, chilly climate in the workplace and classroom,
and sexual harassment in HBCUs. More poignantly, she states: “addressing
the phenomenon of sexism is particularly critical for HBCUs because they
lag behind PWIs in their capacity to systematically address gender in higher
education” (p. 188). Further, Bonner’s work has important implications for
HBCUs and their failure to recognize the complex challenges with respect to
Black women in the academy.
In another study, Myers (2002) examined the voices of Black women in
the academy and found that a primary source of stress for these administra-
tors was derived from their experiences of racism and sexism. In my study on
Black women leaders in HBCUs (Jean-Marie, 2006; Jean-Marie et al., 2009),
several participants shared stories of sexism they encountered in their work
settings and how they challenged sexism and other discriminations in the
ght for equal opportunity and social justice. The empirical evidence high-
lights important issues about the impact gender issues have on the success
and performance of Black women at HBCUs. Therefore, the need to continue
to examine these issues is important. Despite the persistent marginalization
of Black women in HBCUs, their desire to lead continues as they seek to
transcend historical patterns of discrimination, in particular at the presiden-
tial level.
DEMOGRAPHIC TRENDS OF BLACK WOMEN
IN THE PRESIDENCY AT HBCUS
The status of Black women in higher education has broadened to include the
highest-ranking position of a university – the presidency. However, ascending
to the presidency is fraught with challenges that seek to limit the power and
authority of female presidents. While there has been an increase in women’s
ascension to leadership positions in higher education, Guy-Sheftall (1982)
contends that the paucity of Black female college presidents, even at Black
women’s colleges, exists. She attributes this to the male dominance control of
black institutions in general. In an interview with Hawkins (2004), Johnetta
Cole, former president of Bennett and Spelman, discussed the modest gains
108 GAËTANE JEAN-MARIE AND VIRGINIA C. TICKLES
in the number of female chief executives of United Negro College Fund’s
(UNCF) private black colleges and universities. She asserted that, “In 1999,
there were 11 female UNCF presidents. Today there are 23. That is change,
but we are far short of where we need to be” (p. 3). Echoing similar con-
cerns, Bonner (2001) warns of the high state of leadership turnover within
HBCUs and the uncertainty of how many women will continue to hold these
administrative positions. Despite the slow rise of Black women presidents in
higher education, progress has been made (Gasman & Commodore, 2014).
For example, 70 percent of HBCU students are women yet only 30 percent of
the HBCU presidents are women (Gasman & Commodore, 2014).
Female Firsts Presidents at HBCUs: A Cursory Review
In the scant literature that exists on Black women presidents, Bates (2007)
in These Hallowed Halls: African American Women College and University
Presidents provides a historical lists of Black women president “rsts” at
higher education institutions through the mid-2000s (excluding community
colleges). Building on Bates’ earlier work on the historical presence of Black
women president “rsts” at HBCUs, we conducted a document analysis
(Tickles & Jean-Marie, 2014) of the 106 HBCUs (including community col-
leges) to provide a snapshot of the current composition of Black women pres-
idents who exist. A 2013–2014 portrayal of HBCUs taken from the White
House Initiative on HBCUs list of presidents/chancellors and corresponding
university websites reveals that of the 106 HBCUs (including community col-
leges), approximately 29 were led by women presidents/chancellors, with at
least 25 being Black women presidents/chancellors. Thus, the snapshot shows
that approximately 25% of the nation’s HBCUs have Black women at the
helm. Also revealed in that snapshot, 11 were leading private institutions,
and 14 at public institutions. However, other statistics reveal that 30% of the
HBCU presidents are female, and 53% of HBCU presidents are between the
ages of 60 and 70 (Gasman, N.D.).
Table 1 reveals a summary snapshot of our assessment and Black women
who reign at HBCUs during 2013–2014. It is worth noting that although
there are Black women holding the position of president at PWIs, this list
focuses on those who adorn the leadership role at HBCUs.
The document analysis also reveals that approximately 64% of the 25
Female HBCU presidents listed above received degrees from an HBCU.
Other women presidents of HBCUs are Drs. Evelyn R. Hollman, Joan
Davis, Katherine Mitchell, and Marsha V. Krotseng from Knoxville College
Table 1. 2013–2014 Snapshot of African American Female
Presidents at HBCUs.
Name Institution Institution
Type
Gwendolyn Boyd
Pamela Wilson (resigned – res.)
Lady June Cole (Interim)
Alabama State University
Montgomery Alabama
Allen University
Columbia, South Carolina
Public
Private
Rosalind Fuse-Hall Bennett College
Greensboro, North Carolina
Private
Cynthia Jackson Hammond Central State University
Wilberforce, Ohio
Public
Michelle Howard Vital Cheyney University of Pennsylvania
Cheyney, Pennsylvania
Public
Elaine Johnson Copeland Clinton Junior College
Rock Hill, South Carolina
Private
Joann Boyd-Scotland Denmark Technical College
Denmark, South Carolina
Public
Elmira Mangum
Roslyn Clark Artis
Florida A&M University
Tallahassee, Florida
Florida Memorial University
Miami Gardens, Florida
Public
Private
Constance Gully (interim) Harris-Stowe State University
St. Louis, Missouri
Public
Helen McAlpine J. F. Drake State Technical College
Huntsville, Alabama
Public
Carolyn Meyers Jackson State University
Jackson, Mississippi
Public
Mary Evans Sias Kentucky State University
Frankfort, Kentucky
Public
Juliette Bell University of Maryland Eastern Shore
Princess Anne, Maryland
Public
Cherrie Epps Meharry Medical College
Nashville, Tennessee
Private
Valerie Montgomery Rice
Debra Saunders White
Morehouse Medical College
Atlanta, Georgia
North Carolina Central University
Durham, North Carolina
Private
Public
Cheryl Davenport Dozier Savannah State University
Savannah, Georgia
Public
Dorothy Cowser Yancy Shaw University
Raleigh, North Carolina
Private
Beverly Tatum Spelman College
Atlanta, Georgia
Private
Dianne Boardley Suber St. Augustine’s University
Raleigh, North Carolina
Private
Adena Williams Loston Saint Philip’s College
San Antonio, Texas
Public
Glenda Glover Tennessee State University
Nashville, Tennessee
Public
Beverly Wade Hogan Tougaloo College
Jackson, Mississippi
Private
Patricia Lofton Hardaway (res.)
Wilma Mishoe (Interim)
Wilberforce University
Wilberforce, Ohio
Private
110 GAËTANE JEAN-MARIE AND VIRGINIA C. TICKLES
in Knoxville, Tennessee, Shelton State Community College in Tuscaloosa,
Alabama, Shorter College in North Little Rock, Arkansas and Blueeld State
College in Blueeld, West Virginia respectively. Limited data were available to
assess their t for the criteria of this assessment.
At the Helm: Reigning HBCU Black Female Presidents
This sections details information about the current reigning Black women
presidents at HBCUs. No distinct pattern exists that makes evident the career
path or educational background needed to obtain the presidential role; how-
ever, their educational paths are detailed below. Presidents are listed in alpha-
betical order of the school in which they lead.
Gwendolyn Boyd – She is Alabama State’s 14th president rst female presi-
dent who was appointed in 2014. She has past administrative and STEM
experience at Johns Hopkins University, is the 22nd president of Delta Sigma
Theta Sorority Inc. and an ordained minister. Dr. Boyd has a bachelor degree
in mathematics from Alabama State University and a master’s in mechani-
cal engineering from Yale University’s School of Engineering; she was the
school’s rst. She has a doctorate degree in divinity from Howard University.
Pamela Wilson – She is the rst female president in the 142-year history of
Allen University. Appointed August 2010, she has led the university “through
an intensive period of stabilization and improved accountability”. Dr. Wilson
held faculty positions at Georgia Southern University (Statesboro, Georgia)
and Virginia State University (Petersburg, VA), served as a teaching, research
and administrative associate at the Ohio State University (Columbus, OH), and
as a teaching and writing center assistant at Indiana State University (Terre
Haute, IN). Dr. Lady June Cole has been announced as a replacement to Dr.
Wilson in the midst of nalizing this study.
Rosaland Fuse-Hall – She is the 17th president of Bennett College. Appointed
July 2013, Dr. Fuse-Hall has held previous positions at St. Lawrence
University, Florida A&M University, North Carolina Central University and
has served as corporate secretary to the Board of Governors of the University
of North Carolina system, comprises17 campuses. Fuse earned a Bachelor
of Science degree in criminal justice administration from the University of
North Carolina at Chapel Hill, and a Juris Doctor from Rutgers School
of Law. She also studied at Harvard Graduate School of Education in the
Institute of Educational Management.
Black Women at the Helm in HBCUs 111
Cynthia Jackson Hammond – She is the 8th president of Central State
University, appointed July 2012. She held previous positions as provost and
vice president for academic affairs at Coppin State University. Other institu-
tions where she has worked are University of Louisiana at Monroe, California
State University (Dominguez Hills), Delaware State University, University of
North Carolina (Charlotte) and Winston-Salem State University. She received
a Bachelor of Science in communications/English education from Grambling
State University, a Master of Education in communication arts from the
University of Louisiana Monroe, an Education Specialist in Counseling
Education from the University of Louisiana Monroe, and the Education
Doctorate in curriculum and instruction/Student Personnel Services from
Grambling State University.
Michelle Howard-Vital – She is the 11th president of Cheyney University of
Pennsylvania. Appointed in 2007, a servant leader, Dr. Howard-Vital has
served in faculty and administrative roles at Winston Salem State University,
University of North Carolina (Wilmington), the University College at
Edinboro University of Pennsylvania, Chicago State University, and Harold
Washington College (Chicago). The University of Chicago awarded her a
Bachelor’s degree in English Literature and Language and a Masters of Arts
degree in Teaching English. Her doctorate degree is in Public Policy Analysis,
earned at the University of Illinois at Chicago.
Elaine Johnson Copeland – She is president of Clinton Junior College, a
private, 2-year institution, under the African Methodist Episcopal Zion
Church. Appointed in 2002, she has prior experience at University of Illinois
(Urbana-Champaign), Clinton Junior College, and Livingstone University.
Clinton Junior College is currently the only historically Black Junior College
in North and South Carolina. Her Bachelor’s and Master’s degrees are from
Livingstone College and Winthrop University, respectively. She also has an
MBA from the University of Illinois at Urbana-Champaign, 1987, and a
PhD in Counseling from Oregon State University.
Roslyn Clark Artis – She is the 15th president (rst female) in the univer-
sity’s 135-year history, appointed as interim president of Florida Memorial
in July 2013 and president in 2014. She has previous higher education experi-
ences at Mountain State University as professor and director of legal studies,
senior academic ofcer for distance education, vice president of University
Advancement, and executive vice president and chief academic ofcer and
Provost as well as an 8-year general litigation practice prior to her higher
education career. Dr. Artis obtained her doctorate in Higher Education
112 GAËTANE JEAN-MARIE AND VIRGINIA C. TICKLES
Leadership and Policy from Vanderbilt University in Nashville, Tennessee,
and her Juris doctorate degree from West Virginia University College of Law
in Morgantown, West Virginia. She also has a Bachelor of Arts degree in
political science from West Virginia State College Institute in West Virginia.
She has extensive experience in university fundraising and holds a Certicate
of Fundraising Management from Indiana University and a Certicate of
Mastery in Prior Learning Assessment from DePaul University’s School of
Continuing & Professional Education.
Mary Evans Sias – She is the 13th President of Kentucky State University,
appointed in 2004. She has previous higher education experience at the
University of Texas (Dallas). Dr. Sias is a graduate of Tougaloo College
and earned an MBA from Abilene Christian College. She has a Master’s of
Science degree and a PhD in Sociology, from the University of Wisconsin at
Madison.
Dianne Boardley Suber – Dr. Suber is the 10th president (rst female) of Saint
Augustine’s University (SAU). She has prior higher education experience at
Hampton University. Her educational background comes with a BS in early
childhood education from Hampton Institute, a M.Ed. from the University
of Illinois at Urbana-Champaign and an Ed.D.in educational administration
from Virginia Polytechnic Institute and State University.
Elmira Mangum – Dr. Mangum was appointed as Florida A&M University’s
11th president, rst ever-female president. She began at the University of
Wisconsin-Madison as an operations specialist. Dr. Mangum has also
held positions at the University at Buffalo in New York, the University of
Wisconsin-Madison and the University of North Carolina – Chapel Hill.
Mangum received a PhD in educational leadership and policy from the
University at Buffalo and two masters from the University of Wisconsin,
Madison, one in public policy and public administration and another in
urban and regional planning. She received an undergraduate degree from
North Carolina Central University, one of the nation’s historically black col-
leges and universities.
Constance Gully – Constance Gully is the president of Harris Stowe State
University. She has a Bachelor’s degree in business administration and
accounting from Illinois State University.
Helen McAlpine – Dr. Helen T. McAlpine is the third president of J. F. Drake
State Community and Technical College and the rst female to serve in that
capacity. She has prior experiences serving in leadership roles within the
Black Women at the Helm in HBCUs 113
Huntsville City School System and Gadsden City School System in Alabama
and has higher education experience at Jacksonville State University.
Dr. McAlpine has a Bachelor of arts degree in English from Talladega
College, a M. S. from Jacksonville State University, and an Ed. D. from the
University of Alabama.
Carolyn Meyers – Dr. Meyers is the 10th president of Jackson State University
in Jackson, Mississippi, appointed in 2011. She is a civil and environmental
engineering professor with prior experience at Norfolk State University as a
university president. She has additional higher education experience at North
Carolina Agriculture &Technical State University and Georgia Institute of
Technology. She received her Bachelor’s degree in mechanical engineering
from Howard University, her Master’s degree in Mechanical Engineering
and her doctorate in chemical engineering, both from Georgia Institute of
Technology.
Juliette Bell – Dr. Juliette Bell, appointed in 2012, is the 15th president,
and fourth woman president at the University of Maryland Eastern Shore.
Dr. Bell is a biochemist with prior higher education experience at Fayetteville
State University in NC, Winston-Salem State University and Central State
University. She has a strong STEM focus in her reign as presidency. Dr. Bell
has a BS in chemistry from Talladega College, PhD in chemistry with a bio-
chemistry concentration from Atlanta University, and postdoctoral work
in biochemistry at the University of North Carolina at Chapel Hill and a
National Institute of Health (NIH) fellow.
Cherrie Epps – Dr. Epps was appointed interim president of Meharry Medical
College in May of 2013 and since has been appointed president. Dr. Epps has
a PhD in zoology from Howard University and has held previous positions in
the College before becoming president.
Valerie Montgomery Rice – Morehouse Medical College’s president- designate,
Dr. Valerie Montgomery Rice, will be the rst woman to take the helm in July
2014. Dr. Montgomery Rice has a Bachelor of Science in chemistry from Georgia
Institute of Technology, a medical degree from Harvard Medical School, with
OB-GYN training at Emory University Medical School and Reproductive
Endocrinology and Infertility at Hutxel Hospital in Detroit Michigan.
Debra Saunders White – Dr. Saunders White is the 11th chancellor of North
Carolina Central University, appointed in 2013 and is technology-driven. She
has previous experience at the Department of Education, 15 years at IBM,
Hampton University, University of North Carolina at Wilmington. She has a
114 GAËTANE JEAN-MARIE AND VIRGINIA C. TICKLES
Bachelor’s in History from the University of Virginia, a Master’s in Business
Administration from the College of William & Mary and a doctorate in
higher education administration from George Washington University.
Cheryl Davenport Dozier – Dr. Dozier is the 13th president of Savannah State
and was appointed in 2012, though interim for a year prior. She has prior
higher education experience at the University of Georgia and the Gwinnett
University Center. She has a Bachelor’s from Fairleigh Dickinson University,
a Master’s in Social Work from Atlanta University (now Clark-Atlanta
University) and a doctorate in social work, Hunter College City University
of New York.
Dorothy Cowser Yancy (retired) – Dr. Dorothy Cowser Yancy is Shaw
University’s 14th and 16th president, and was the 12th president of Johnson
C. Smith University. She is the rst female to hold president positions at
both institutions. Dr. Yancy has a Bachelor of Arts in history and social sci-
ence from Johnson C. Smith University, Master of Arts in history from the
University of Massachusetts, Amherst, and a PhD in political science from
Atlanta University (Clark-Atlanta University). She has previous higher edu-
cation experience at Georgia Institute of Technology (rst African American
full professor), Albany State University, Hampton University and Barat
College.
Beverly Daniel Tatum – Dr. Beverly Tatum is the 9th president of Spelman
College appointed in 2002. She has a Bachelor of Arts in psychology from
Wesleyan University, and a Master of Arts and a PhD in clinical psychology
from the University of Michigan. She also has a Master of Arts in religious
studies from Hartford Seminary with previous higher education experience
at the University of California Santa Barbara, Westeld State College, and
Mount Holyoke College.
Adena Williams Loston – Dr. Adena Williams Loston is the 14th presi-
dent of Saint Philip’s College, the only Historically Black College and
Hispanic Serving Institution (2007). She has prior experience at the National
Aeronautics Space Administration (NASA) with high ranks in its Education
ofce. Dr. Loston also served as president at San Jacinto College South and
prior higher education experience at El Paso Community College District
and Santa Monica College. She has a BS from Alcorn State University and
an MS and Ph.D. from Bowling Green State University.
Glenda Glover – Dr. Glenda Glover, appointed in 2013, is an alumnus, and the
8th president of Tennessee State University. She has former higher education
Black Women at the Helm in HBCUs 115
experience at Jackson State University and Howard University. Dr. Glover
has a Bachelor of Science degree in mathematics from Tennessee State
University, a Master of business administration at Clark Atlanta University,
a doctorate in business from George Washington University, and a law degree
from Georgetown University.
Beverly Wade Hogan – Beverly Wade Hogan, appointed as the president of
Tougaloo College in 2002. She is the rst woman and the 13th president to
reign at this prestigious institution. President Hogan has a Bachelor of Arts
degree in psychology from Tougaloo College and a Masters in public policy
from Jackson State University in Jackson Mississippi.
Patricia Lofton Hardaway – Dr. Patricia Hardaway is the 19th president of
Wilberforce University and the second woman to lead this institution. She
has a Bachelor of Arts in sociology from Wilberforce, a Masters of pub-
lic works from the University of Pittsburgh, Graduate School of public and
international affairs and a Juris doctorate from Benjamin N. Cardozo School
of Law. She has held other higher education positions at Wilberforce such
as provost, vice president for academic affairs, and trustee. Before coming to
Wilberforce, she worked at the University of Pittsburgh, Rutgers University,
Fairleigh Dickinson University, and Chatham College. She also served on the
board of trustees of the New York Theological Seminary. Dr. Wilma Mishoe
has been announced as a replacement to Dr. Hardaway in the midst of nal-
izing this document analysis.
Current Trends of HBCUs and the Presidential Role
The presidential role at HBCUs is now being groomed for individuals with
“charismatic personalities who are well skilled at fundraising while navigating
internal needs and external stakeholders, as well as politics and long-standing
traditions” (Hayes, 2013, p. 1). Diversity of faculty, student body, activities,
and interests are on the forefront of academic success at many institutions.
And, many Black women aspire and qualify to serve in those roles. There
exists a need for higher education institutions to not only diversify its faculty
but also the administration and its leaders as well (Harper & Kimbrough,
2005). That same need exists for leaders at HBCUs.
Further, with question of concerns about the number of successive and
sudden vacancies in leadership position at HBCUs in a small span of time,
no greater time exists than to address the lack of female leadership. Also
116 GAËTANE JEAN-MARIE AND VIRGINIA C. TICKLES
revealed in the document analysis is that approximately half of the nation’s
106 HBCUs have never had a female president of any color in the history of
those institutions. Many of the institutions that have had female presidents
had only one in its more than 100 plus years of existence and several of them
only served in an acting or interim role. Further, challenges still exist from
the perspective that women are oftentimes viewed as being less suitable for a
leadership position (Bates, 2007; Oguntoyinbo, 2014). Black women seeking
the presidency assume it at much later years in their profession than their
Black male counterparts (Gasman & Commodore, 2014) and must “skillfully
navigate the racist and sexist mineelds” (Stuart, 2013. p. 1).
The new trends for HBCU presidents encompass individuals with fundraising
skills, emotional intelligence, business savvy, respects and understands shared
governance, and understands the uniqueness of the HBCU – decentralized and
cooperative. It was once thought that “Presidents who rise up through the
ranks are more likely to respect the uniqueness of the college and univer-
sity setting” (Gasman, 2012, p. 3). A further analysis currently shows that
HBCUs in the United States have a more diverse population as at least 20%
of their students are non-Black. Thus, leaders must be able to lead over a
diverse population, gender imbalances with higher numbers of female stu-
dents, LGBT students, as well as be able to address issues related to skewed
graduation rates, faculty workload and salary concerns, fundraising, and the
issue of shared governance. Thus, the ability to obtain “forward-thinking”
presidents to lead higher education institutions signals building capacity to
“help Americans understand the need to develop citizens for our nation-state
as well as participate more fully in our global society” (Futrell, 2012; p. x).
To obtain these forward-thinkers, Gasman (N.D.) proposes that the
focus should be on reaching outside the circle of HBCUs to ll leadership
roles, seeking younger and more enthusiastic leadership, and engaging lead-
ers who are competent in social networking. Stuart (2013) reports a new
breed of leadership is “younger than their predecessors and consist of more
women … less likely to be pure academics with rich backgrounds in higher
education … savvier in the use of new technology and social media and
keenly aware of the new emphasis on fundraising as a key to sustainability”
of HBCUs (p. 1). Gasman (2012) addressing the trends in Black women
presidents states, “the openings in HBCU presidencies seem quite normal,
as most of the presidents who are leaving have served at least 5–7 years, the
norm for college presidents” (p 1). Further inquiries yield a plethora of pos-
sible explanations that range from issues related to institutional diversity in
the HBCU sector, economic stress, and the lack of clear values of HBCUs to
a larger public. These new trends in HBCU presidential selections challenge
Black Women at the Helm in HBCUs 117
“areas of the academe historically riddled with sexism and patriarchal cul-
ture” (p. 2). Given the rapid changes in society, there is a need to create a
new, stronger cadre of Black women presidents and leaders in HBCUS to
continue the struggle for educational rights and open wider doors of oppor-
tunity to climb the leadership ladder.
CONCLUSION: STRATEGIES TO INCREASE
THE PRESENCE OF BLACK WOMEN
ADMINISTRATORS IN HBCUS
Recognizing the dynamics of higher education institutions, Fitzgerald (2014)
asserts “making space for leadership is complex and demanding (p. 61)”.
Yet, it is necessary in order to diversify administration to account for the
demographic shifts in colleges and universities and also to close the gender
and racial gap that mark the experiences of Black women administrators.
Specically, the literature on Black women administrators in HBCUs depicts
that underrepresentation, segregation, and exclusion are still prevalent in these
institutions (Bates, 2007; Harper & Kimbrough, 2005). However, HBCUs can
play a major role in the empowerment of Black women if they open them-
selves to the creative leadership of women. The driver for leadership change
in HBCUs comes from a pragmatic recognition of the slow attainment of
Black women ascending to the presidency and other high-ranking leadership
positions. There is also an educational urgency for HBCUs to transcend the
pervasiveness of sexism and inequality (i.e., unwelcome environment that
historically perpetuates “women can’t lead”) that continues to prevail. To
drive the upward trajectory of Black women administrators in HBCUs focus-
ing on diversity inclusiveness of board of trustees and search rms, leader-
ship development and opportunities, and mentoring networks to facilitate
socialization provide guidance to change the administrative landscape that is
male-dominated.
Diversity Inclusiveness of Trustees and Search Firms
The attitudes and perceptions that others have about Black women and their
capabilities to run HBCUs need be challenged at all levels of the institu-
tion, specically as it relates to human resources and board of trustees (i.e.,
those individuals and organizations responsible for the hiring and ring of
118 GAËTANE JEAN-MARIE AND VIRGINIA C. TICKLES
suitable leadership). This is an extremely complex issue as it exists in every
crevice of professional society and is intertwined in the history of this coun-
try. For example, board of trustees face great challenges in the selection of
presidents especially those who may not be as skilled in understanding the
“requirements and levers of transformation in higher education” (Gasman,
2012). Gasman (2012) also states that “College and university trustees play
a vital role in any institution and one of their most important jobs is select-
ing a competent, energetic, and innovative president” (p. 2) yet sometimes,
they are not equipped sufciently to do so. This is the case for search rms
as well. This entails an institutional commitment to diversity with a par-
ticular focus on attracting and recruiting Black women to the presidency at
HBCUs.
The Anita Borg Institute (2014) makes the case for investing in women
by revealing that research over time has yielded outcomes that suggest that
the inclusion of women at all levels of an organization better positions that
organization to capture exceptional talent, reduce turnover costs, enhance
organization performance, and build a robust pipeline for developing lead-
ers. These results suggest that organizations that employ women in key roles
can meet the need of the broader market because women know what women
want, women bring valuable perspectives and approaches resulting in more
innovative solutions to complex problems, provides the diversity needed for
a distinct competitive edge (Anita Borg Institute Study, 2014). HBCUs are in
dire need of improving its competitive edge.
Therefore, HBCUs must insist that search committees and rms engage
in outreach sufcient to create applicant pools that promote gender equity.
Further, meaningful oversight of the hiring process to ll vacant positions
should be held accountable for their failure to diversify the gender composi-
tion commensurate with an institution’s demographics. To ensure that efforts
at gender equity are sustainable, oversight structures need to be institutional-
ized and regularly reviewed to maintain accountability and transparency in
institutional hiring decision-making.
Leadership Development Opportunities
Leadership development opportunities can appropriately groom Black
women who are prime for presidential and other senior-level roles. Ruben
(2004) suggested the development of outstanding leaders in higher edu-
cation is one of the eight fundamental challenges that existed. Today,
more specically at HBCUs, that challenge still exists. Nealy (2009b)
Black Women at the Helm in HBCUs 119
contends traditional leadership programs do not address issues specic to
Black women. In contrast, they should engage opportunities strategically
designed to optimize their skills and experiences. For example, partici-
pation in professional development that involves shadowing a president
helps to immerse an aspiring president to learn about the institutional
culture, policies, and decision-making processes associated with this role
(Hawkins, 2013).
Opportunities to help aspiring women leaders become prepared increases
the likelihood to advance and also achieve success in their leadership positions.
To enable or support greater participation of Black women in leadership roles
beyond a degree, a greater investment should be made to create a pipeline of
leaders through training and professional development. Employing strategies
to assist Black women with academic self-improvement and administrative
skills positions them to be more effective change agents in dominant male-
centered administrative academic environments (Bates, 2007).
Mentoring Networks to Facilitate Socialization
Mentoring networks for women “offer a level of support, friendship, and
contacts” (Fitzgerad, 2014, p. 65). In the mentoring literature, a mentor
serves as a sponsor, coach, and protection of protégé to support their devel-
opment in their new roles (Sorcinelli & Yun, 2007). Others view the mentor
as a role model, nurturer, and caregiver emphasizing the relational aspect
of mentoring (van Emmerik, 2004). According to Tillman (2001), mentor-
ing facilitates the emotional, cultural, and social adjustment to institutions
in which Black women often face alienation and isolation. Mentoring net-
works be it formal and informal can systematically link women in gaining
knowledge, supporting talent, and securing leadership roles, and distribut-
ing resources, information, and opportunities (Fitzgerald, 2014; Perriton,
2006; Vries, 2005).
Mentoring networks provide Black women administrators in HBCUs with
supportive environments and tools to help them. Mentoring networks are
vital support structures for women to navigate the complex and protean racial
and gender dynamics of higher education institutions (Jean-Marie & Brooks,
2011; Sorcinelli & Yun, 2007). In a male-dominated culture in HBCUs, organ-
ization entry to leadership positions is challenging because of the uncertain-
ties and feelings of isolation associated with many Black women being the
“rst” to assume a high-ranking position (Fitzgerald, 2014). To combat the
anxieties, Black women benet through participation in mentoring networks
AQ3
120 GAËTANE JEAN-MARIE AND VIRGINIA C. TICKLES
as a mechanism for facilitating the growth, support, and acculturation of new
administrators.
Others also perceive many potential benets of mentoring networks. In
particular, as women ascend to top leadership positions, they become iso-
lated from their colleagues and networks become a critical form of support.
According to Eveline (2004), women-only networks are necessary for com-
panionship and comfort. Addressing the benets of mentoring networks,
Caldwell and Watkins (2007) assert:
Higher education institutions or African American women presidents could develop net-
works to exchange ideas and innovative practices. These networks would allow for con-
versations to occur regarding shared common experiences, mentoring, promotions, and
networking. There is much to be gained through the development of social capital. The
use of annual networking events or support systems may build the numbers of presidents
in this underrepresented category.
Further, creating a pipeline of Black women administrators for senior-
level positions requires a commitment on the implementation of mentoring
programs within HBCUs devoted to “growing their own” leaders through
identication of leadership talent, professional development to enhance their
knowledge and skills (i.e., major issues of leadership faced by those in leader-
ship roles from department chairs to university presidents), and coaching from
women and senior administrators. Caldwell (2006) recommends from her study
of ve African American college presidents that emphasis should be placed on
mentoring. Participants in her study spoke highly on the importance of their
mentors in upward mobility. An advanced Leadership Development Program
funded through external sources such as the American Council on Education
or National Association for Equal Opportunity is an asset to increase the num-
ber of Black women administrators and chief executive ofcers in particular.
CONCLUSION AND FUTURE RESEARCH STUDIES
ON BLACK WOMEN ADMINISTRATORS
The awareness of the underrepresentation of women in top positions in HBCUs
challenges these institutions to review their policies and practices and maxi-
mize the effectiveness of their human resources. As US experience demographic
shifts, the highly noticeable underrepresentation of women creates pressures
from stakeholders (i.e., students) for more visible participation from women at
the presidency and other high-ranking leadership positions. HBCUs’ historic
AQ4
Black Women at the Helm in HBCUs 121
contribution has been and continues to be the educational attainment of
African Americans, but interventions must be implemented in HBCUs to help
break down their stereotypes and promote more inclusion of women through
recruitment, hiring, mentoring, and professional academic advancement.
Also, the need for statistical data to provide denitive conclusions on Black
women administrators’ career trajectory to close the gender and racial gap at
the helm of higher education institutions is paramount. Within HBCUs, lon-
gitudinal studies can capture trend data on Black women administrators in
senior-level positions to provide insights on the recruitment, development, and
retention level of diverse institutions (i.e., private/public, 2/4-year, research/
comprehensive, etc.). Building on these trend data, qualitative explorations can
provide information on the interlocking effects of gender, race, and ethnicity,
and compounding pressures of the workplace environment for Black women
administrators. These studies can enhance understanding about new and con-
tinuing challenges in the academy that draw on theoretical frameworks to tease
out ongoing disparities in higher education. Probing deeper into the nuances
about the experiences of Black women administrators helps to generate evi-
dence about gender parity related to their advancement in higher education.
Further study is also needed to understand the perceptions and experi-
ences of Black women presidents, their differences and commonalities, thus
allowing them to have a voice in designing and developing unique strategies to
support future leadership capacity of Black women seeking presidential roles
in HBCUs and other higher education institutions. Earlier studies have cap-
tured the experiences of female presidents (see e.g., Robinson, 1996; Sanford-
Harris, 1990; Waring, 2003), but more recent data are lacking. Framing a
longitudinal study on the status of Black women administrators in HBCUs
would more effectively depict patterns of institutions’ efforts to increase their
presence through continues examination of women’s status at their institu-
tions. Further, beyond women’s colleges (i.e., Bennett and Spellman College)
who are large producers of Black women, trend data identifying institutions
that cultivate women administrators provide understandings on the career
stages in different institutional contexts.
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AUTHOR QUERIES
AQ1. Please specify Jean-Marie, 2011a or 2011b.
AQ2. The citation Wilson, 1996 not provided in the ref list. Please check.
AQ3. The reference Vries, 2005 not provided in the ref. list. Please check.
AQ4. The reference Eveline (2004) not provided in the ref. list. Please
check.
AQ5. Please provide page range for ref. Allen et al. (2007).
AQ6. Please provide the vol no for ref Evans (2007).
AQ7. Please provide the vol no and the issue no for the ref of Guy-Sheftall
(1982).
AQ8. Please provide full publication details for reference Gasman (N.D.).
AQ9. Please provide vol. no. and page details for reference Gasman (2012).
AQ10. Please provide complete publication details for ref Hawkins, 2013.
AQ11. Please reference Hine, 1994 not cited in the text. Please check.
AQ12. Please provide vol. no. for the references Jordan (1994), Malveaux &
Jones (2008).
AQ13. Please cite Parker (2013) in the text.
AQ14. Please cite Payne & Hyle, (2001) in the text.
AQ15. Please cite Ross & Green (2000) in the text.
AQ16. Please provided more publication details for reference Tickles &
Jean-Marie (2014).