Graduate Studies, UNL

 

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

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First Advisor

Crystal Garcia

Degree Name

Doctor of Philosophy (Ph.D.)

Committee Members

Deryl Hatch-Tocaimaza, Elvira Abrica, Gwendolyn Combs

Department

Educational Leadership and Higher Education

Date of this Version

5-4-2026

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree Doctor of Philosophy

Major: Educational Leadership and Higher Education

Under the supervision of Professor Crystal Garcia

Lincoln, Nebraska, May 2026

Comments

Copyright 2026, Colette Marie Tobias. Used by permission

Abstract

This study examines how systemic racism and social capital hierarchies shape the supervisory experiences of Black supervisors. While existing literature has explored leadership and race, it has not fully examined how systemic racism shape Black supervisors’ experiences or how social capital hierarchies play into the behavioral responses of white subordinates. This study addresses that gap by centering the lived experiences of Black supervisors within higher education.

Grounded in narrative inquiry, this research focuses on how participants make meaning of their experiences through their stories. Data was collected through semi-structured interviews and reflective journals with 19 Black supervisors who had at least two years of supervisory experience. Using an inductive thematic approach, approximately 1,430 analytically meaningful excerpts were analyzed to identify patterns while maintaining attention to individual narratives.

Findings revealed three central themes: lived experiences of Black supervisors, racialized perceptions and meaning-making, and supervisory practices and power dynamics. Across these themes, participants described how their leadership experiences were shaped by racialized interactions, perceptions of authority, and the ways in which white subordinates responded to their leadership. These patterns highlight how supervisory roles, while structurally similar, are experienced differently based on race and are further shaped by broader institutional and social dynamics.

The findings also indicate that institutions can no longer overlook the central role of senior leadership support in shaping Black supervisors’ success. As institutions seek to embrace individuals with diverse identities, they must demonstrate a clear and sustained commitment to supporting Black supervisors’ development, decision-making, and authority. The study further reveals that reliance on individualized coping strategies and adaptive leadership practices is insufficient to sustain long-term success, as these approaches serve only as temporary responses to deeper structural conditions. By centering the voices of Black supervisors, this study offers critical insight into how higher education institutions can better support equitable and effective leadership environments.

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