Date of Award

12-11-2025

Degree Type

Dissertation

Degree Name

Doctorate of Education (Ed.D.)

Department

Educational Administration

First Advisor

Dr. Eleni Coukos Elder

Abstract

This mixed-methods study examined the barriers and challenges faced by minority women faculty at Historically Black Colleges and Universities (HBCUs) in their pursuit of academic promotion and career advancement. Grounded in Black Feminist Theory, the research employed an explanatory sequential design with 56 survey participants and three in-depth interviews across six HBCUs in the southern United States. The study addressed three research questions examining systemic barriers, intersecting identities, and cultural perceptions affecting promotional opportunities. Quantitative findings revealed significant barriers across career-related (M = 3.21) and educational-related (M = 2.47) dimensions, with notable differences between academic disciplines. Qualitative analysis identified five major themes: workplace hostility and interpersonal conflicts, lack of institutional support and mentorship, navigating professional relationships and boundaries, institutional culture and resistance to change, and self-care as resistance and survival strategy. Key findings demonstrated that despite HBCUs' supportive cultural mission, minority women faculty continue to experience systemic discrimination, hostile work environments, and inadequate mentorship opportunities. Physical sciences faculty reported different barrier experiences than social sciences faculty, indicating discipline- specific challenges. Participants developed intentional self-care strategies as forms of resistance against institutional oppression. The study's implications for higher education leaders include implementing comprehensive institutional transformation policies, establishing formal mentorship programs, and addressing workplace climate issuesRecommendations for future research include longitudinal career progression studies, comparative institutional analysis, and evaluation of intervention program effectiveness.The findings contribute to limited research on minority women faculty at HBCUs and provide evidence-based recommendations for creating more equitable academic environments that support faculty advancement and institutional mission fulfillment.

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