Tag: Academia

International Women’s Day: Black Women Shaping the Future of Academia
- Professor Lisa-Dionne Morris is Professor of Public & Industry Understanding of Capability Driven Design in the School of Mechanical Engineering, and the Engagement Champion for the EPSRC EDI Hub+, at the University of Leeds.
Women in higher education and industry leadership, especially in Engineering and STEM, have reshaped academia and industry through groundbreaking contributions. Over the past two centuries, they have advanced knowledge, dismantled systemic barriers, and set new standards in innovation and leadership. Yet Black women remain significantly underrepresented, highlighting the urgent need for institutional change.

After all, when we lack diversity, we limit our ability to evolve and tackle the challenges of a rapidly changing world.

Despite the progress made, the numbers remain stark. In the UK, women constitute 48% of overall academic staff, yet only 30% hold professorial roles. At present, among these, only 80+ Black women hold professorial positions across all disciplines. In the US, Black women account for just 2% of science and engineering roles. These figures underscore the persistent barriers that hinder progression into leadership roles in academia and industry.

These disparities highlight the urgent need for fundamental change to ensure equitable access to opportunities and resources.

The 200-year journey of Black women in academia has been shaped by structural barriers but also by resilience and advocacy. Initiatives like the Black Female Academics’ Network and the national EDI Hub+, led by the University of Leeds, have played pivotal roles in championing change and providing visibility and support for Black women in academia and higher education leadership. But the reality is that real change comes not just from support networks but from institutions and governance bodies truly committed to transformation through policy implementation and its incorporation into operational management.

Black women have broken barriers in education, research, and industry, driving policy changes and fostering inclusivity. They have led pioneering research, challenged outdated structures, and risen to leadership in historically non-diverse sectors. In Engineering and STEM, figures like Dr. Aprille Ericsson, the first Black woman to earn a PhD in Mechanical Engineering from Howard University, have held key roles at NASA. Yewande Akinola, a Nigerian-born engineer, has advanced sustainable water systems while advocating for diversity. In the UK, Professor Esther Akinlabi has made significant contributions to academic leadership, engineering, research, and advocacy.

These Black women, and countless others, have played critical roles, and yet their paths have not been easy. They have faced barriers, from being underestimated in their abilities to encountering biases that make progression in academia and industry far harder than it should be. It is important to highlight their successes but equally crucial to recognise the dramatic shifts needed to create a more inclusive landscape.

As the first Black female professor in the School of Mechanical Engineering at the University of Leeds, I have witnessed firsthand the impact of underrepresentation on individuals and institutions. Without diverse voices in leadership, we lose perspectives that drive innovation and meaningful change. True equity and inclusion require representation at the highest levels, where policies and practices are shaped.

Mentorship and networking are vital for career progression, yet many Black women in academia and industry lack mentors with shared experiences. Institutions must formalise support systems rather than relying on individual efforts. A cultural shift is needed, one where diversity is not just discussed but reinforced through real structural changes that create lasting opportunities.

Breaking barriers is not just about individuals but about how institutions respond. Are they fostering environments where Black women can thrive? Are they tackling unconscious bias in hiring and promotions? Are they offering real support for retention and advancement beyond just celebrating ‘firsts’? It’s time to move from symbolic gestures to tangible change that empowers the next generation in academia and industry.

The legacy of Black women in academia and industry extends beyond their achievements to the opportunities they create for future generations. Recognising and amplifying their voices is essential. Their contributions must be seamlessly woven into the broader narrative of advancement and innovation in women’s higher education and industry leadership.

Much work remains. Representation is not enough; true progress requires dismantling barriers to access and opportunity. Black women in academia and industry, especially in Engineering and STEM, must be empowered, supported, and able to lead without the constant need to justify their place.

The goal should be that, in the future, their contributions are not exceptional but expected, and their presence in leadership roles is not a rarity but the norm.
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March 8, 2025
A Wicked Perspective: Faculty and Leadership in Academia – Faculty Focus

I remember seeing the musical Wicked while finishing my doctoral studies. The experience was so impactful that it led me to change my dissertation topic to focus on the idea of perspective. In just two and a half hours, the Wicked Witch of the West, a figure who epitomized evil in my childhood, was transformed into a reluctant hero.

Fast forward 16 years, and I recently watched the new Wicked movie, which once again made me reflect on the nuances of perception. No longer a doctoral student, I am now a tenured, full professor and division head of a large program. While many things have changed over these years, my perspective has evolved the most.

I now see the story of Wicked not only as a tale of deep emotional sisterhood between seemingly different young women but also through the lens of older characters. As I have matured, I draw parallels between Shiz/Land of Oz and university life/academia, viewing it with a more seasoned perspective. Though some aspects have changed, much remains poignantly familiar.

After seeing Wicked for the first time, I was struck by the theme of perception, particularly as it was manipulated through the use of green glasses. In the stage musical Wicked and the book Wizard of Oz, when people entered the Emerald City, they were required by the Great and Powerful Oz to wear these glasses, supposedly for their protection. In reality, this requirement was a means to control perception, creating the illusion that everything was green, even the city itself. This cleverly demonstrates how easily the Wizard manipulated the beliefs of the people of Oz, blurring the line between reality and illusion (Baum, 1944; Schwartz, 2003).

Faculty Archetypes

As a leader working with both newer and seasoned faculty, I see clear parallels between the characters in Wicked and the faculty in academic institutions. Galinda, Elphaba, and Fiyero all represent different types of faculty members that you might find in the academy.

Galinda: Most faculty members start out as Galinda. Galinda represents those who comply with administrative directives in hopes of achieving their personal ambitions. They often exhibit blind obedience to authority, believing it is the right and expected thing to do. This type of obedience may be seen by authority as commendable, but it can have terrible consequences, especially if leaders lack ethical conviction themselves (Drummond-Smith, 2018).

Fiyero: Fiyero embodies those who care deeply but are unsure where to direct their efforts, often opting to “dance through life” and appear lazy to outsiders. These faculty members often join an organization with little direction or understanding of what is expected. They want to fulfill their responsibilities and contribute to the organization, but not at the expense of what is important to them personally.

Elphaba: Elphaba symbolizes those who strive to do what is right, only to find their efforts are sometimes unappreciated or misdirected. She enters the institution with the same hopes and desires to ‘do good’ as other faculty members, but slowly realizes the social improprieties occurring and wants to make a change. When she attempts to bring about this change, she discovers that the people she had trusted, like the Wizard, are working for their own power rather than the good of the people they are supposed to help. This type of faculty member experiences a similar journey, where they begin to see the institution’s true nature and point out its inequalities and harms. As a result, leadership may demonize them.

Lessons from the Wizard

What struck me profoundly was how the leadership in Wicked, epitomized by the Wizard and Madame Morrible, reflects some of the troubling aspects of leadership in academia today. There’s often a lot of spectacle and distraction—what the right hand is doing—while the left hand goes unnoticed. Leadership narratives are spun to serve their interests, often at the expense of their people, faculty, staff, and even students. This manipulation becomes so pervasive that, much like the citizens of Oz, we start accepting these skewed narratives as truth.

The Wizard in The Wizard of Oz is a master manipulator who maintains his power through deceit and the strategic use of fear. He creates a façade of benevolence while orchestrating a system that keeps the citizens of Oz under his control, often by exploiting their fears and desires. One of his most significant manipulations is the enforcement of wearing green glasses in the Emerald City, creating the illusion that everything is green and prosperous. This tactic symbolizes how he manipulates perception to maintain his authority. The Wizard’s ability to spin narratives to suit his agenda is met with varying responses from the people of Oz. Some, like Galinda, comply and align with the Wizard’s directives to advance their own ambitions, believing that their loyalty will be rewarded. Others, like Fiyero, remain apathetic, choosing to ignore the deeper issues to avoid conflict. In contrast, individuals like Elphaba see through the Wizard’s deceptions and attempt to challenge his authority, though they often face severe repercussions. This dynamic illustrates how the Wizard’s manipulation fosters a culture where self-interest and survival often take precedence over truth and integrity.

Removing the Green Glasses

University leaders can sometimes employ tactics similar to those of the Wizard to maintain control and keep faculty and staff in line. They might use strategic communication and narrative control to shape perceptions and manage dissent. For instance, they may emphasize positive achievements and downplay or obscure less favorable aspects of their administration to create an illusion of overall success and stability. This selective transparency can manipulate faculty and staff into believing that the institution is performing better than it actually is.

Additionally, university leaders might leverage fear and uncertainty to suppress opposition. By fostering a culture where speaking out against administrative policies or decisions could result in professional repercussions, such as stalled promotions or reduced funding, they can discourage faculty and staff from voicing dissent or challenging the status quo.

Leaders can also employ favoritism, rewarding those who align with their directives and vision with desirable positions, opportunities, or resources. This was used masterfully in Wicked by Madama Morville and The Wizard. This type of tactic can create a divide among faculty and staff, encouraging compliance and loyalty from those seeking to advance their careers or secure benefits, while isolating and marginalizing those who are critical or resistant.

Furthermore, much like the green glasses in the Emerald City, university leaders might implement policies or create initiatives that give the appearance of progress and inclusivity, without addressing the underlying issues. This superficial commitment to change can placate concerns temporarily, convincing faculty and staff that their interests are being considered, while actual structural or cultural problems remain unaddressed.

In essence, by controlling the narrative, instilling fear of reprisal, rewarding compliance, and creating illusions of progress, university leaders can manipulate faculty and staff to align with their agenda and maintain their hold on power. Wicked offers a rich tapestry of characters and leadership dynamics that resonate deeply with academic life. The musical’s portrayal of perspective, ambition, and manipulation provides valuable insights into the complexities, falsehoods, and the tightening grip of leadership within Oz. This reflective image can be easily seen in leadership within the academy as well, and should serve as a dire warning to what can happen if too many faculty decide that, “Something has changed within me…I’m through with playing by the rules of someone else’s game.” It is time that we, fellow Ozzians and academics, decide to take off our green glasses and open our eyes to the importance of maintaining integrity and awareness in our professional roles.

Dr. Rebecca (Becky) Fredrickson has served in multiple capacities supporting education over the past 30 years. This includes serving the public schools as a classroom aide, teacher, leader, and in higher education as a faculty member and in differing leadership roles at the local, state and national levels. Her current research, service, and teaching focus on making education accessible to underserved communities through a lens of critical leadership theory.

References

Baum, L. F. (1944). The Wizard of Oz. Doubleday: New York.

Drummond-Smith, I. (2018). “Yes, sir”: Leadership and blind obedience in hierarchical organizations. https://www.emerald.com/insight/content/doi/10.1108/ijes-04-2017-0016

Schwart, S. (2003). Wicked: A New Musical. Decca Broadway, New York.

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January 27, 2025
Ben Sasse and Paper Tigers in Academia

This quote caught my eye in the Gainesville Sun today. It is about, Ben Sasse, the likely new president of UF, and faculty opposition: “I think many of my colleagues feel that his academic credentials are not where we would have wanted them to be.”

I’ve deleted the name of the person quoted because that quote is representative of law professors speak. They say things that mean nothing or, put differently, allow for total deniability while at the same time stirring the pot ever so gently. It’s the reason I was always an outsider in the Ivory Tower.

The statement, and that of law professors’ generally, reminds of a something John Cage said, “I have nothing to say and I am saying it.”

For example, note the speaker only “thinks” this could be the case. This leaves room to say, if asked to defend the statement, “It’s only what I thought or the impression I had. I could be wrong.”And then there is the word “many.” What is “many?” Is it 12? Could be. Is it a majority? Maybe, maybe not.

This reminds me of what I call faculty trolling. For example, say you think someone up for tenure does not deserve it but you are too much of a wuss to say it. You go office to office and say, “I have heard that some people are concerned about Joe’s (the candidate) scholarship.” Not you, of course, unless the person you are talking to says someone like “Yes, I too was wondering about this.” If that is the response, the troller has has hit pay dirt and gets a movement started without ever actually taking a position. If the answer is “I have not heard anything about that.” The troller moves on to the next office.

And could someone tell me what “where we would have wanted them to be” means. How about, “are not satisfactory” What on earth does “where we would have wanted them to be” actually say. “We would have/” Would have what? In a different universe? On Mars?

But wait. In the same passage the writer does use the word “we” which includes “I.” So it could say “I wish his credentials were better.” The problem is nearly everyone wishes everything were better. I wish my car got better mileage but what it gets is fine. I wish my dinner was better last night but it was fine. Wishing for better or wanting better is saying nothing.

So what would my quote have been of the Sun had asked me? “I can’t speak for everyone but his academic credentials make him unfit. In addition, he is obviously the product of a rigged search that was guaranteed to produce a candidate to the liking of our right wing, mean spirited Governor.”

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October 16, 2022