#BlackWomenAtWork: Lessons Learned From Black Women Educators at Historically White Institutions

Abstract

The purpose of this chapter is to illuminate the importance and impact of Black women in higher education, specifically considering how they themselves and others engage with them regarding their intersectional identities. Through a Black Feminist Auto-ethnographic approach, the authors develop and articulate a reflexive praxis to reveal the hegemonic practices that Black women are subjected to at Historically White Institutions (HWIs). The authors, two Black women educators at HWIs, amplify the challenges Black women experience in academia by naming and describing their lived experiences in hopes of providing insights into the continued disparities that exist. In doing so, this chapter highlights how the authors dismantle systems to excel in their respective areas as educators. The authors center their identities as Black women to offer insight and perspectives on how they navigate experiences in academia.

Citation

Fields, C.W. and Howell, G.L. (2023), "#BlackWomenAtWork: Lessons Learned From Black Women Educators at Historically White Institutions", Jean-Marie, G. and Tran, H. (Ed.) Leadership in Turbulent Times (Studies in Educational Administration), Emerald Publishing Limited, Leeds, pp. 97-110. https://doi.org/10.1108/978-1-83753-494-420231007