Narratives of Restorative Space for Black Women Diversity Administrators in Higher Education

A disproportionate representation of Black women diversity administrators within postsecondary education are confronted with institutional barriers that have seemingly obstructed their professional discovery, mobility, and success paths. Presented as the bridge leaders and cultural brokers of postsecondary institutions in the face of hegemonic narratives within dominant White institutions (DWIs), they exist in underdefined and complex roles colored with public and hidden agendas (Nixon, 2017). The purpose of the study was to demystify the perceptual and sensemaking realities of Black women diversity administrators for restorative and culturally-affirming experiences and empowerment through institutional accountability within dominant White institutions (DWIs) of higher education. An integrated literature approach in racial microaggressions, gendered racial microaggressions, Black feminism, Black women in higher education administration, and diversity leadership framed the study. This study used narrative inquiry to collect data through semi-structured, in-depth interviews, artifacts, and written reflections from five Black women diversity administrators from five universities located in the United States. Data were coded, analyzed, and organized in alignment with the three guiding research questions and then into categories and themes. Analysis and interpretation of findings yielded three analytic categories (a) acknowledgment of institutional racism impact on professional discovery, (b) pathways toward agency, and (c) reimagining institutional culture. Findings revealed Whiteness-inflicted harm negatively impacted sociocultural needs, fostered institutional distrust, and facilitated searches for restorative and culturally-affirming experiences. Moreover, findings showed the cultivation of agency within professional counterspaces to navigate challenges associated with their professional roles and a centered balance in community and self-care as guideposts for agentic pathways for Black women administrators in higher education. Implications for research, policy, and practice are offered in consideration for recommendations to support diversity administrators, postsecondary accreditation agencies, institutional senior leadership, and diversity leadership agencies. Recommendations offered should be considered for institutional appropriateness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]