Reimagining Retention: Understanding the Experiences and Institutional Support Needed for Black Women in Entry-Level Higher Education Roles

Date of Award

8-15-2026

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

Meredith Wronowski

Abstract

Black women in entry-level higher education roles often navigate workplace environments shaped by discrimination, exclusion, and inconsistent institutional support, yet their experiences remain underrepresented in existing scholarship. This qualitative action research study explored Black women’s experiences of workplace trauma and examined how higher education institutions can proactively support their well-being and retention. Guided by Intersectionality, the Six Areas of Worklife Model, and Kotter’s Change Model, data were collected through semi-structured interviews with Black women employed in entry-level student affairs roles at a predominantly White institution. Findings revealed five central themes: Organizational Harm and Leadership Failure, Performative or Absent DEI Commitments, Peer Support and Affinity as Survival, Belonging as Conditional or Absent, and Retention Hinges on Structural Change. In response, a six-phase organizational action plan was developed to strengthen leadership accountability, belonging, communication, mentorship, and institutional sustainability. While grounded in the experiences of Black women in higher education, the findings and action plan offer transferable strategies that can support employee well-being, retention, and organizational culture across industries, particularly for entry-level professionals and historically underrepresented employee populations. This study contributes to scholarship on workplace equity while providing an actionable framework for institutions seeking to create more inclusive and sustainable workplace environments.

Keywords

Education, Educational Leadership, Gender, Higher Education, Higher Education Administration, Organizational Behavior

Rights Statement

Copyright 2026, author

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