Date of Award



© 2022 Eric Pulley

Document Type


Degree Name

Doctor of Education (EdD)



First Advisor

Gizelle Luevano

Second Advisor

LaTonya Bolden

Third Advisor

Ira Young


This qualitative phenomenological study examined the lived experiences of Black men in the United States who have overcome barriers to advance to leadership positions at predominantly White institutions (PWI). The qualitative phenomenological approach was used to examine three research questions that addressed the factors that encouraged Black men on their paths to pursue executive leadership positions, the obstacles they encountered, and how identifying as a Black male at a PWI affected their career pursuits. Social support theory (SST) guided the theorical framework and critical race theory (CRT) guided the conceptional framework. Interviews from six participants were used. During the interviews, five major themes emerged: intersectionality, financial distress, career advancement, mentorship, and representation. This study found that Black men working at PWIs have been impacted by the history of race in the United States, inequities within the systems and laws created by the White majority, and the lack of mentorship opportunities for Black men. These factors have created the disparity within leadership advancement for Black men and women in higher education compared to their White counterparts.


Ed.D. Dissertation