| Summary: | This phenomenological study explores the lived experiences of Black women mid-level administrators at predominately White institutions, particularly how they describe and perceive the intersection of their race and gender, define self, and negotiate their multiple identities. Semi- structured in-depth interviews were conducted with seven women who were selected using both purposive and snowball sampling. Each participant self identified as Black, African, or mixed race
identifying as Black, and were mid-level administrators at four-year PWIs across the United States at the time of their interviews. Whether the inequity of salaries, the dominance of senior level positions by White males, or the absence of policies and procedures that foster work environments that promote work-life balance, Black women mid-level administrators in higher education often have to overcome substantial adversity. The tenets of Black Feminist Thought provided the theoretical
framework for this qualitative study, giving the study participants a platform to speak to their unique experiences, which were shaped by the interconnected nature of their complex identities. The participants discussed topics, including but not limited to racism, sexism, gender inequities, work-life balance, and leadership development. The findings of this study support the need for more institutions to establish policies, procedures, and programming that support both the personal and
professional identities of women, facilitate mentor-mentee relationships, and address the lack of critical mass of Black women administrators by devising a strategic recruitment and retention plan. Keywords: Black women, women in higher education, identity, work-life balance, self-definition, intersectionality, predominately White institutions, race, gender
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