Privilege and Oppression: Exploring the Paradoxical Identity of White Women Administrators in Higher Education

Abstract

Race is a prominent issue in higher education, which has intensified demands upon postsecondary leadership to acknowledge and respond to increasing racial tensions within campus communities. Many administrators, who are mostly White, are left perplexed regarding how to address such demands. Having leaders who understand bias can potentially support institutional responses to racial tensions. As such, this study focused on the second largest share of college administrators, White women – an identity rooted in both privilege and oppression. White women may better understand the conditions of oppression given their gendered status, yet may also be unaware of the extent of their privilege or its effects on their leadership decisions. Their unique positioning calls for a deeper exploration of the role identity plays in leadership, especially in times of racial discord. Utilizing Putnam’s bridging capital and bonding capital framework, findings highlight where their privilege and oppression emerge in study participants’ leadership, leading to recommendations for future research and practice.

Keywords

• white women
• social capital
• inclusion
• higher education