Black Women Faculty in Higher Education: A Review of Barriers, Frameworks, and Institutional Implications

Abstract

Black women faculty occupy a critical yet marginalized position within higher education institutions, particularly at predominantly White institutions. This literature review synthesizes scholarship examining the historical presence, structural barriers, and lived experiences of Black women faculty in U.S. higher education. Drawing on research spanning institutional history, Black feminist thought, and critical race theory, the review highlights persistent challenges, including underrepresentation, epistemic exclusion, cultural taxation, isolation, and inequities in tenure and promotion. The literature also underscores the significance of mentorship, professional socialization, and institutional climate in shaping the academic trajectories of Black women faculty members. By organizing existing research thematically and theoretically, this review identifies patterns that illuminate how intersecting systems of race and gender continue to shape faculty experiences. The article concludes by discussing implications for institutional practice and future research, emphasizing the need for structural change, equitable workload distribution, and sustained support mechanisms to improve the recruitment, retention, and success of Black women faculty in higher education.