Abstract: In fall 2020, educational leaders were confronted with making decisions on how to “do schooling” while also protecting their students, staff, and teachers during the COVID-19 pandemic. These decisions were not one-size-fits-all and the solutions varied greatly. Given the unprecedented nature of the COVID-19 pandemic, the decision-making process used by these leaders is not yet understood. Recently, researchers have confirmed the role of emotion and intuition when making decisions during an evolving crisis situation (Dionne, et al., 2018; Okoli & Watt, 2018). Emotion and intuition can explain why leaders make different decisions when presented with the same information. Further, emergent research suggests that when leading in the midst of “complex, dynamic and significant situations” (Dionne et al., 2018, p. 96) where there is high ambiguity and low certainty, administrators may abandon decision-making models steeped in rationality. Current crisis decision-making models are nested in experiences at the individual level (Dionne et al., 2018). Accordingly, the overall objective of this research study is to explore the factors and processes used by Black women educational leaders to make critical culturally-responsive decisions during the COVID-19 pandemic and amid racial unrest in the United States in the hopes of inspiring future change related to the interventions and support systems these leaders have access to. The focus on Black women educational leaders helps to amplify their experiences, which are traditionally overlooked. The intersecting marginalized identities of race and gender often render Black women invisible, even as leaders in their organizations (Alston, 2005; Bloom & Erlandson, 2003; Crenshaw, 1991; Witherspoon & Mitchell, 2009). Understanding the experiences of Black women leaders provides valuable insight into the appropriate responses to the needs of Black learners, their families, and their communities (Moorosi, Fuller, & Reilly, 2018). In this research study, a qualitative methodology was used. Between August and October 2021, four Black women chief higher education administrators were interviewed on Zoom. One researcher conducted the semi-structured interviews according to an interview protocol prepared by both researchers. Each participant was interviewed twice to discuss her background and experiences of dealing with COVID-19 on her campus. The interviews were recorded verbatim and transcribed for analysis. Content analysis of the transcripts led to the emergence of four themes: stakeholder influence, task force influence, campus demographic influence, and sense of duty influence. Table 1 contains sample quotes related to each theme. Table 1 Sample Quotes Themes Description Quotes Stakeholder Influence Includes university systems, faculty, staff, and students “So whenever we make major decisions we do bring a representative from the staff, faculty, and students.” Task Force Influence Targeted teams of stakeholders who were assigned to investigate, report, and recommend solutions “So I pulled together an enrollment management task force. We came together that day and I said, ‘Here's what we're doing. We are going back to our enrollment strategy that yielded us the highest number’.” Campus Demographic Influence Tailored decisions to serve specific needs of student bodies comprised of under-resourced students “We also knew from the spring and summer, our students did not do well in the virtual format…We knew we had to do something different, but at the same time, I had to at least limit what bringing students back meant.” Sense of Duty Influence Refers to the general call to serve in ways that go beyond the job description “And that's why I really think it's important that black women pull other black women along or at least open the door, let them experience.”
These stories of the Black women leaders were expressions of pride from serving their students and representing their communities through their collaborative decision-making during the crisis. There were stereotypes these women had to contend with to rise to and keep their roles as chief administrators, but they have done so with strength and resilience. Based on the findings of this study, HRD interventions are recommended to focus on supporting Black women for career success in higher education administration, including mentoring, leadership training, and succession planning. As one participant noted: “I was tremendously blessed because... my mentor, who was the President at the time, he believed in the power of Black women in leadership. He knew in order for him to be successful, he needed powerful, fearless women, Black women, as a part of his cabinet. He will tell you that, he was unapologetic about it.”
