ABSTRACT
This chapter enhances the current literature related to the importance and connection of administrators to the formation of the learning environment at the institution. It begins with the theoretical grounding of the research, including the experiences of African American women administrators in higher education, engaged pedagogy in higher education, and Black feminist theory. The chapter continues with narratives of the study participants regarding their purpose and impact on higher education and how they created transformative, affirmative, and equitable learning environments, even though they were not teaching in the classroom. Black feminist theory is used to investigate the presence of engaged pedagogy in the narratives of the African American women administrators because there is a similarity in presence of the tenets of Black feminist theory and an engaged pedagogy epistemological perspective. The chapter concludes with the researcher's thoughts regarding how administrator perspectives relate to creating engaged pedagogical experiences for students outside the classroom.
