03/21/2025
By Zakkiyya Witherspoon
The School of Education invites you to attend a Doctoral Dissertation defense by Nneka Ann Agba titled, “An examination of tenure-track experiences for Black women faculty at predominantly white institutions: A comparative analysis of U.S.-born and African-born faculty.”
Date: Friday, April 4, 2025
Time: 1 p.m.
Held via Zoom https://uml.zoom.us/my/phitsamaysuy
Committee
Phitsamay S. Uy, Ed.D., Associate Professor of Leadership in Schooling, School of Education, UMass Lowell
Christine Leider, Ph.D., Assistant Professor of Multilingual Learner Education, School of Education, UMass Lowell
Bridget Turner Kelly, Ph.D., Associate Professor in Higher Education, Student Affairs, and International Education Policy, College of Education, University of Maryland
Abstract
This study investigates the unique experiences and challenges faced by African-born and U.S.-born Black women faculty on the tenure track at Predominantly White Institutions (PWIs). Using a qualitative phenomenological approach, semi-structured interviews were conducted with five African-born and five U.S. born Black women faculty members from both public and private PWIs. Grounded in Black Feminist Thought and Africana Feminism, the research highlights the intersectional challenges of race, gender, and nationality in academia. Findings revealed that both groups share common challenges, including disproportionate service expectations, microaggressions and institutional barriers. However, African-born Black women faced additional challenges, such as anti-African bias, communication barriers, and restricted access to research funding due to citizenship status. Both groups emphasized the importance of mentorship, support networks and work-life balance as critical strategies for navigating the tenure process. The study underscores the need for universities to disaggregate data on Black faculty experiences and implement tailored support systems to address the distinct needs of African-born and U.S. born Black women. By doing so, institutions can foster more equitable academic environments and improve retention rates for Black women faculty. This research contributes to the growing body of literature on diversity, equity and inclusion in higher education, offering actionable insights for institutional change.
Keywords: Tenure track, Black women faculty, African-born Black women, disaggregation, Academia, mentorship, predominantly white institutions