Date

4-7-2026

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Denise Nixon

Keywords

persistence, institutional supports, higher education, women of color

Disciplines

Higher Education

Abstract

The purpose of this transcendental phenomenological study was to explore and understand the role of higher education leadership in providing institutional support to women of color. The lived experiences of women of color as students was analyzed to understand the factors influencing their persistence at higher education institutions nationwide. The theory guiding this study was Rendón’s theory of validation as a process that encourages and supports students’ academic and personal growth, initiated by both in-class and out-of-class influences. This study focused on the Central Research Question: How do leadership practices and institutional supports in higher education influence the persistence of women of color? Ten participants were recruited as part of the study to participate in individual interviews, focus groups, and written narratives. Using Moustakas’s modification of van Kaam’s approach to phenomenological methodology the shared lived experiences of a phenomenon was studied. Analysis of the data revealed several core themes reflecting the participants' experiences: identity and representation, financial challenges, and community, mentorship and resilience. The findings demonstrate that authentic relationships, proactive leadership involvement, and culturally responsive institutional policies play a role in sustaining persistence among women of color. These insights provide practical implications for higher education leaders seeking to strengthen institutional commitment and reduce systemic barriers affecting student success.

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