African American Female Leadership in Education

African American Female Leadership in Education

African American Female Leadership in Education
Marginese Streeter
University of Phoenix
Communication Strategies 705
July 18, 2010
Professor Leah Hollis, EdD.

Annotated Bibliography

Davis, A. T. (2009). “Empowering African american women in higher education through mentoring.” Journal of the National Society of Allied Health, 6.7, 53(6). Retrieved from http://findgalegroup.com.ezproxy.apollolibrary.com This article discussed the many efforts that are geared towards more advancement opportunities for African American women in the higher education realm. Such advancements like mentoring programs were suggested to assist in the advancement of African American women into leadership positions. The article also discussed how discrimination against not only women, but also discrimination against African American women and how it continues in the work place. It discussed factors, such as, increased enrollment in colleges and universities and graduation rates of African American women, in addition to how these accomplishments did not matter towards acquiring leadership roles. Barriers to mentoring were sociopolitical issues, glass ceilings, dualism of race and gender, attitudinal barriers and absence of mentoring. Some benefits to mentoring and elements of a strong mentoring program were discussed as well. To conclude, constructive mentoring programs were highly suggested to the success of women leadership expansion.

Grimes, M.L. (2005). Re-Constructing the Leadership Model of Social Justice for African-American Women in Education. Advancing Women in Leadership, 191, pp.1-7. Retrieved from http://proquest.umi.com.ezproxy.apollolibrary.com
In this brief article, the author provides a social justice model of leadership for African American female education leaders to use to prepare black scholars to carry on the legacy of maintaining a black educational society. A study is conducted involving four

Bibliography: Davis, A. T. (2009). “Empowering African american women in higher education through mentoring.” Journal of the National Society of Allied Health, 6.7, 53(6). Retrieved from http://findgalegroup.com.ezproxy.apollolibrary.com This article discussed the many efforts that are geared towards more advancement opportunities for African American women in the higher education realm. Such advancements like mentoring programs were suggested to assist in the advancement of African American women into leadership positions. The article also discussed how discrimination against not only women, but also discrimination against African American women and how it continues in the work place. It discussed factors, such as, increased enrollment in colleges and universities and graduation rates of African American women, in addition to how these accomplishments did not matter towards acquiring leadership roles. Barriers to mentoring were sociopolitical issues, glass ceilings, dualism of race and gender, attitudinal barriers and absence of mentoring. Some benefits to mentoring and elements of a strong mentoring program were discussed as well. To conclude, constructive mentoring programs were highly suggested to the success of women leadership expansion. Grimes, M.L. (2005). Re-Constructing the Leadership Model of Social Justice for African-American Women in Education. Advancing Women in Leadership, 191, pp.1-7. Retrieved from http://proquest.umi.com.ezproxy.apollolibrary.com In this brief article, the author provides a social justice model of leadership for African American female education leaders to use to prepare black scholars to carry on the legacy of maintaining a black educational society. A study is conducted involving four African American female college presidents, who are serving minority institutions. In these studies the African American female presidents each discuss the characteristics that an African American woman leader must have to successfully be an administrator in higher level education. Various topics involved in this study are: black feminism- a social justice discourse, how to navigate through social networks, cultural perspectives of leadership, reconstructing a social justice frame for African American women in leadership, and resistance to leadership by African American women. Overall, the study article expressed the importance of gaining and maintaining ‘respect’ and describes how it plays a key role in educational leadership. Jean-Marie, G. (2006). Welcoming the Unwelcomed: A Social Justice Imperative of African-American Female Leaders at Historically Black Colleges and Universities. Educational Foundations, 20(1/2), 85-104. Retrieved from http://web.ebscohost.com.ezproxy.apollolibrary.com In this historical comprehensive article, Jean-Marie discusses three African American women leaders in Historically Black Institutions. She describes how these women grew up in segregated communities in the South. An elucidation of their life experiences, growing up with prejudice and segregated schools, during the Civil Rights Movement, nourished their desire to want to help African American people advance out of impoverished communities filled inequality and social ills. A peek into the life of these three women leaders reveals that they have a major impact on the commitment to quality education for the students in their educational institutions. These leaders have committed themselves to change practices that continue to delay students from equitable education in and outside of the academic realm. In synopsis, these women leaders firmly believe that education is the vital contributor to economic success and the survival of the African American race. Sanders, M. K. (2004). The underrepresentation of African American female presidents at major colleges & universities (Doctoral Dissertation). Available from ProQuest Dissertations & Theses Database. (AAT 3136141) This qualitative study examines how women have been treated in various higher ranking institutions customarily managed by males. In order to attain leadership in these systems women have labored and have been mandated to achieve at much higher levels than their male counterparts. The purpose of this study was to determine the type of leadership qualities, educational background and personality traits needed by African American women who seek higher level positions particularly at colleges and universities. Various data used and taken into consideration in this study were: the interview, professional resume and institution demographics. Conclusive findings suggested that regardless of the amount of quality level work African American females demonstrated in higher education only a few African American females have attained the highest level administrative positions in the field of higher education.