Date of Graduation
Spring 5-21-2026
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
College/School
School of Education
Department
International and Multicultural Education
Program
International & Multicultural Education EdD
First Advisor
David Sul
Second Advisor
Stephanie Sears
Third Advisor
Xornam Apedoe
Fourth Advisor
Cheryl Jones-Walker
Abstract
This research explores the paradoxical experiences of hypervisibility and invisibility faced by Black women in predominantly white higher education workplaces. Drawing on Black Feminist Thought and Quantitative Critical Race Theory, the study uses mixed methods to understand how these women navigate their professional lives. Focus group findings reveal that Black women are often highly visible as symbols of diversity, yet their expertise and contributions are frequently overlooked. This duality leads to feelings of exhaustion, frustration, and isolation, as their presence is acknowledged mainly for diversity optics, but their voices are excluded from decision-making. Many participants described the emotional labor involved in managing these contradictions, which often goes unrecognized by institutions. To cope, Black women develop strong empathy and support systems for others, especially marginalized colleagues and students. While this hyperempathy is a source of strength, it also results in additional responsibilities without adequate institutional support. Quantitative data confirm that these paradoxical experiences are widespread, with high scores for both hypervisibility and invisibility, and a strong correlation between these experiences and hyperempathic responses. The study highlights the significant emotional and professional toll of these dynamics, as well as the resilience strategies Black women employ. Key recommendations include reforming institutional policies to remove systemic barriers, creating culturally responsive support systems, holding leaders accountable through equity audits and DEI training, recognizing and compensating emotional labor, and establishing platforms for Black women to share their experiences. These actions aim to foster a more equitable and inclusive higher education workplace.
Recommended Citation
Anderson, R. D. (2026). Black Women’s Paradoxical Hypervisibility-Invisibility in the PWI Workplaces of Higher Education: A QuantCrit Exploratory Sequential Mixed-Methods Inquiry. Retrieved from https://repository.usfca.edu/diss/772
