ABSTRACT
In this chapter, the authors offer a distinct contribution to the literature on higher education leadership by shining a light on a specific discipline (engineering education) and how one Black woman leader’s narrative illuminates some of the challenges and possible opportunities for reforming pathways in academic leadership. Authors engage collaborative counter-narrative essays as their primary methodological approach through the lens of intersectionality as a theoretical framework. Reflections consist of four themes: (1) a performance review test, (2) an approach to ethical decision-making, (3) the challenges of not being able to select members of her administrative team, and (4) code-switching.
