Publication Date
Spring 2026
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
Advisor
Arnod Danzig; Vernice Guillory-Lacy; Gerald Nwafor
Abstract
This study explores the experiences of Black mid- and upper-level administrators within the California State University (CSU) system, with a focus on career trajectories, institutional barriers, support systems, and mentorship. Black administrators are essential but continue to be underrepresented in higher education leadership and limited research focuses on their professional pathways and sustainability within the higher education systems. Guided by Black Joy Theory and Professional Identity Theory, this study uses survey data (n = 24) and semi-structured interviews (n = 8) to explore how Black administrators navigate leadership and create meaning within institutional environments. Quantitative findings highlight the importance of peer networks and view of institutional support. Quantitative finding showed alternative career pathways shaped by mentorship, and strategic networking. Administrators emphasized mentorship, community, and culturally affirming spaces as key to leadership sustainability. Findings suggest that resilience plays an important role in an educational career but structural conditions are essential for improving equity. This study contributes to a more comprehensive understanding of Black leadership in higher education and offers valuable recommendations for institutional change.
Recommended Citation
Ogamba, Uchechukwu C., "Leadership, Identity, and Black Joy: The Career Trajectories and Experiences of Black Administrators in the California State University System" (2026). Dissertations. 145.
DOI: https://doi.org/10.31979/etd.eub2-aewp
https://scholarworks.sjsu.edu/etd_dissertations/145
