Date Approved


Embargo Period


Document Type


Degree Name

Ph.D. Doctor of Philosophy


Educational Services and Leadership


College of Education


Raquel Wright-Mair, Ph.D., Monica Reid Kerrigan, Ed.D.

Committee Member 1

Shelley Zion, Ph.D.

Committee Member 2

Florence M. Guido, Ph.D.


Black women faculty, cross-racial workplace collaborations, Intersectionality, narrative inquiry, white genderqueer faculty, white women faculty


Women educators; Women, Black


Education | Higher Education


The cross-racial collaborations of Black women and white individuals in the academy are fraught and complex, as their livelihoods are connected to larger socio-political structures and intersecting systems of oppression, namely race and gender (Crenshaw, 1989, 1990). In this study, I engaged in the research alongside three Black women, two white women, and one white genderqueer faculty to uncover their experiences of critical incidents of whiteness in the workplace at Historically White Colleges and Universities (HWCUs). I relied on three critical theoretical frameworks, Intersectionality, Critical Whiteness Studies (CWS), and Critical Human Development Resource Development Theory (CHRD), to comprehensively examine Black women, white women, and white genderqueer reflexivity on their cross-racial collaborations to further explore workplace dynamics in higher education. I employed a critical-constructivist narrative inquiry methodology using three methods: narrative interviews, the critical incident technique (CIT), and timeline drawings. I constructed four themes across the counternarratives of Black women and four themes across the narratives of white women and genderqueer faculty. From the study, I offer considerations for white institutional leaders and faculty to move forward in antiracist and intersectional work in the academy, which includes: (1) Be Bold, Be Humble, (2) Be Intersectionally-Minded: Critical Reflexivity and Action for Change.