This study examines the nuanced experiences of Black women college administrators in American higher education, utilizing interpretative phenomenological analysis to explore their personal and professional lives and the impact of mentoring relationships. Despite historical achievements, these administrators face persistent obstacles such as racism, sexism, isolation, and tokenism, represented by the "concrete ceiling" hindering their progress. Grounded in Black Feminist Thought, the research emphasizes addressing the intersectional struggles of race and gender and the transformative potential of mentorship in navigating these challenges, aiming to amplify their voices and inform inclusive practices. Data were collected through interviews and reflective journal entries, revealing four key themes: Hyper-awareness of Self, Relationships with Other Black Women, Giving Back Through Work, and Balancing Personal and Professional Demands. By highlighting these experiences, the study aims to support higher education leadership in recognizing and meeting the unique needs of Black women administrators, reshaping workplace practices to provide equitable opportunities and psychological safety. Ultimately, it contributes to a deeper understanding of this demographic and emphasizes the crucial role of mentorship in their development, with the goal of fostering more inclusive and supportive environments within higher education.

Authors:
Tiffany Wiggins, North Carolina Central University, United States

About the Presenter(s)
Dr. Tiffany Wiggins is an Assistant Professor of Higher Education Administration at North Carolina Central University in Durham, NC (US). Her research interests include the experiences of Black women across the academy and graduate student success.

Connect on Linkedin
https://www.linkedin.com/in/tiffanywigginsphd/

Connect on ResearchGate
https://www.researchgate.net/profile/Tiffany-Wiggins

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