Date
10-14-2026
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Sharon Michael-Chadwell
Keywords
phenomenology, de facto segregation, Black higher education leaders, leadership pathways, structural inequities, critical race theory, transformational leadership theory
Disciplines
Educational Leadership
Recommended Citation
Clarke, Mellisia, "The Residual Influence of De Facto Segregation on Higher Education Leadership: A Generic Qualitative Study" (2026). Doctoral Dissertations and Projects. 8999.
https://digitalcommons.liberty.edu/doctoral/8999
Abstract
The purpose of this phenomenological study was to describe the lived experiences related to de facto segregation among Black higher education leaders across the United States, defined as the perceptions, reflections, and meaning making processes through which they navigated exclusionary norms, racialized institutional practices, and systemic barriers rooted in historical segregation. The study was guided by one central research question that examined how de facto segregation influenced leadership experiences, along with three sub questions that explored the influence of racialized structures on professional experiences, leadership dynamics, and academic success across career trajectories. Critical race theory, transformational leadership theory and standpoint theory informed the theoretical foundation of the study. Data were collected through semi structured interviews and analyzed using Moustakas’s phenomenological procedures. Three major themes emerged from the analysis: Structural Inequities in Leadership Pathways, Cultural Identity and Leadership Navigation, and Institutional Culture and Access to Resources. Participants described how de facto segregation continued to operate through normalized institutional practices, informal gatekeeping, inequitable leadership advancement processes, disparities in mentorship opportunities, and unequal resource allocation. The findings suggested that de facto segregation persisted in higher education through contemporary institutional practices rather than overt discriminatory policies, influencing leadership advancement, organizational culture, and access to professional opportunities resulting in a deeper understanding of how Black leaders experienced and navigated inequitable systems and highlighting the need for structural, behavioral, and cultural reforms within higher education.
