BLACK WOMEN'S ACADEMIC AND LEADERSHIP DEVELOPMENT IN HIGHER EDUCATION: AN AUTOETHNOGRAPHIC STUDY

This paper highlights the results of an autoethnographic qualitative study designed to explore the experiences of four Black women living in the United States who used their own life journeys to explore and analyze factors that shaped their academic development, and gravitation toward higher education and leadership. Autoethnography and elements of Consensual Qualitative Research (CQR), were used in the design of this study, in addition Black Feminist Thought (COLLINS, 1990) which served as a theoretical framework. Five themes emerged from the data: (1) Family Expectations and Support; (2) Self-Efficacy (3) Importance of Role Models; (4) Resilience in Dealing with Stereotypes; and (5) Multiple Responsibilities (self, family, and community). Recommendations for future research regarding Black women's academic and leadership development are made.