Abilene Christian University Digital Commons @ ACU Electronic Theses and Dissertations Electronic Theses and Dissertations 6-2020 Black Women in Higher Education Leadership: Examining Their Lived Experiences Utilizing Cross-Race and Cross-Gender Mentorship Jerica C. Nickerson [email protected] Follow this and additional works at: https://digitalcommons.acu.edu/etd Recommended Citation Nickerson, Jerica C., "Black Women in Higher Education Leadership: Examining Their Lived Experiences Utilizing Cross-Race and Cross-Gender Mentorship" (2020). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 238. This Dissertation is brought to you for free and open access by the Electronic Theses and Dissertations at Digital Commons @ ACU. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ ACU. This dissertation, directed and approved by the candidate’s committee, has been accepted by the College of Graduate and Professional Studies of Abilene Christian University in partial fulfillment of the requirements for the degree Doctor of Education in Organizational Leadership Dr. Joey Cope, Dean of the College of Graduate and Professional Studies Date: June 19, 2020 Dissertation Committee: Dr. Brian Cole, Chair Dr. Linda Wilson-Jones Dr. Kamryn Downs Abilene Christian University School of Educational Leadership Black Women in Higher Education Leadership: Examining Their Lived Experiences Utilizing Cross-Race and Cross-Gender Mentorship A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Education in Organizational Leadership by Jerica C. Nickerson June 2020 i Dedication I dedicate this research study to one of my biggest fans, my loving and supportive husband, Gary Guidry. You are a constant depiction of what grit and grind look like, and you continue to stimulate my heart, soul, and mind, and for that, I adore you. “We” did it! I love you immensely. This research study is also being dedicated to my daughter, Jordan Cari. You have given me a new outlook and have rekindled my fire. I leave behind footprints to show you what hard work, dedication, and perseverance will harvest. Since you are only one year old, you do not quite understand how much you inspire me. However, one day you will read Mommy’s dissertation and will know just how much you do. I love you so much. Additionally, I dedicate this research study to my mother, Joyetta Nickerson. You told me I would earn my doctorate, and I literally chuckled in your face. I guess you are the one laughing now saying, “I told you so!” Thank you for always believing in me, pushing me beyond limitations I have placed on myself, and praying for me when I just could not do it. You are the real M.V.P. I love you so very much. This research study is also dedicated to the memory of my aunt, Janet Marie Campbell, and grandmother, Dorothy Mae Campbell. The love and support each of you provided continue to drive me to reach my wildest dreams, overcome every challenge, and to face all my fears. I miss and love you all dearly. Lastly, I dedicate this research study to all individuals who are marginalized and feel defeated. You are a force to be reckoned with so shine your light and bask in God’s glory. As the famous quote from The Help stated, “You is smart, you is kind, and you is important!” ii Acknowledgments Ephesians 3:20 states, “Now unto him that is able to do exceedingly abundantly above all that we ask or think, according to the power that worketh in us.” Jeremiah 29:11 states, “For I know the thoughts that I think toward you, saith the Lord, thoughts of peace, and not evil, to give you an expected end.” Proverbs 3:5-6 states, “Trust in the Lord with all thine heart; and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths.” First and foremost, I thank God for ordering my steps throughout this journey. God has truly kept me every step of the way! I would like to thank Dr. Linda Wilson-Jones and Dr. Kamryn Downs for helping this project come to fruition by serving as my dissertation committee members. I want to give a special thanks to Dr. Cole, my dissertation committee chair, for challenging and pushing me out of my comfort zone. I am extremely honored to have experienced this journey with you. Thank each of you for agreeing to serve on my committee and seeing it all the way through. Thanks to my colleague, Dr. Hilton LaSalle, for the many phone calls, text messages, and the will to read over my writing. You always answered when I called, and for that, I am appreciative of your genuine efforts that ensured I would be successful. I also thank the participants who, during the time of scheduling and conducting interviews, were faced with leading and navigating through the COVID-19 pandemic. I value your time and inclination to participate when I am certain that other pressing issues were in need of your attention. Additionally, I would like to give unlimited thanks to my family and friends for their love, support, and prayers. My deepest appreciation goes to the Collins family (Marques, Carolyn, Jannah, and Cordell) and Lacey Chapron for ensuring I got it done by taking care of iii Jordan when I needed the time to write. I also give my most sincere thanks to my mother, Joyetta Nickerson, for constantly stepping in even when I would contact her to watch Jordan out of desperation because I would have received feedback from Dr. Cole. Thank you for always answering the call and ensuring I would take time for myself, and a break from the process. I love each of you with all of my heart. Last but certainly not least, I want to acknowledge my husband, Gary Guidry. Thank you for your unwavering love and support. You have been my backbone since day one, and I appreciate ALL that you have contributed to this process and my dreams. It does not go unnoticed or unappreciated. I love you forever. iv © Copyright by Jerica Nickerson (2020) All Rights Reserved v Abstract Literature has suggested that mentorship is one of the most crucial and influential components for career advancement. However, Black women leaders in higher education are faced with a difficult task of selecting a mentor based on similar characteristics, which leads Black women who are seeking mentoring opportunities to select a mentor of a different race or gender. This phenomenological qualitative study was conducted to understand and describe the lived experiences of cross-race and cross-gender mentorship for a select group of Black women leaders in higher education, using Black feminist thought and intersectionality as the theoretical framework. A purposive sample of eight Black women leaders in higher education participated in in-depth interviews that were video recorded through Zoom. The collected data were transcribed and used to construct four major themes and 11 subthemes through the processes of using initial coding, in vivo coding, and descriptive coding. The major themes included the mentor’s contributions, organic connections, relational experiences, and dual role. The findings from this study imply that for this select group of Black women, cross-race only, cross-gender only, or both types of mentoring were pivotal in their professional and leadership development but were not without challenges. The results of this study could encourage individuals faced with the difficulty of identifying and selecting a mentor based on the characteristics of same-race and same-gender to seek out mentors who possess other essential qualities to aid with their career and leadership development and advancement. Keywords: Black women, Black women leaders, higher education, mentorship, mentoring relationships, cross-race mentoring, cross-gender mentoring, Black feminist thought, intersectionality vi Table of Contents Dedication ............................................................................................................................ i Acknowledgments............................................................................................................... ii Abstract ................................................................................................................................v List of Tables ..................................................................................................................... ix Chapter 1: Introduction ........................................................................................................1 Background ....................................................................................................................2 Black Women in Higher Education .........................................................................3 Cross-Race/Cross-Gender Mentorship and Black Women in Higher Education ....5 Statement of the Problem ...............................................................................................5 Purpose of the Study ......................................................................................................6 Research Questions ........................................................................................................7 Definition of Key Terms ................................................................................................8 Chapter Summary ..........................................................................................................9 Chapter 2: Literature Review .............................................................................................11