Qualitative Inquiry of Black Presidents’ Perception of Leadership at Rural Community Colleges

ABSTRACT In this article, we examine the experiences of Black presidents in rural community colleges through the lens of critical race theory (CRT) and critical discourse analysis (CDA). Understanding the experiences of Black community college presidents, particularly in rural areas, which remain primarily white, is essential when addressing systemic inequities. We analyzed oral history archived interviews with 11 Black community college presidents conducted in 2021. Through a CRT lens, the study examines how race intersects with institutional structures and dynamics, shaping the experiences of Black college presidents. We utilized CDA to analyze how discourse constructs and reinforces power and racial hierarchies for Black leaders within academic settings. The findings suggest the need for tailored support systems for Black leaders in rural community colleges, informed by CRT constructs and tenets of the centrality of racism and social justice. Findings highlight implications and recommendations for community college governing boards responsible for appointing community college presidents. Governing boards must understand how Black leaders experience the presidential role to know how to support them best. By centering the voices of Black leaders and applying CRT and CDA frameworks, this study contributes to how CRT is a tool for uncovering racism and racialization in community college leadership, particularly within rural settings.