Date of Award

5-2026

Degree Type

Dissertation

Degree Name

Ph.D.

Degree Program

Educational Administration

Department

Educational Administration

Major Professor

Dr. Christopher Broadhurst

Second Advisor

Dr. Brian Beabout

Third Advisor

Dr. Desiree Anderson

Fourth Advisor

Dr. Nicole Ralston

Abstract

Black Faculty and Staff (BFS) at Historically White Institutions (HWIs) navigate environments shaped by racial microaggressions, systemic inequities, and institutional marginalization. These conditions contribute to Racial Battle Fatigue (RBF), a psychological, behavioral, and physiological response to sustained exposure to racialized stress. While institutional Diversity, Equity, and Inclusion (DEI) initiatives are often positioned as mechanisms for improving campus climate, existing research suggests they frequently fail to address the lived realities of BFS. This study examined how university-recognized communal spaces function as critical sites of support, resistance, and mitigation within these environments.

Using a narrative inquiry methodology, this study explored the lived experiences of BFS employed at a public HWI in the southern region of the United States, guided by Racial Battle Fatigue (RBF) as the theoretical framework. Data were collected through semi-structured interviews and analyzed using inductive thematic analysis to identify recurring patterns across participant narratives. Findings reveal that RBF is not solely produced through interpersonal interactions but is structurally shaped by institutional policies, leadership practices, and organizational climates. At the same time, the university-recognized communal space functioned as a counterspace that disrupted isolation, facilitated mentorship and advocacy, and provided critical emotional and strategic support. These findings extend existing scholarship by positioning communal spaces not as supplemental resources but as necessary infrastructure within racialized institutions. The study offers implications for higher education leaders seeking to create more sustainable and equitable environments for BFS.

Rights

The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.

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