































   Advancements in Agricultural Development 
  Volume 5, Issue 3, 2024 
  agdevresearch.org 

 

1. Chanda D. Elbert, Associate Professor, Texas A&M University, 200 John Kimbrough Blvd, College Station, TX, 77842, 

Chanda.elbert@ag.tamu.edu  https://orcid.org/0000-0001-6115-6410 
66 

 

Enhancing Diversity, Equity, and Inclusion  
within Agricultural Higher Education: 

Insights from Black Faculty and Administrators in Agricultural 
Colleges at United States Land Grant Institutions 

 
C. D. Elbert1 

 
 

Article History 
Received: August 7, 2023 
Accepted: April 14, 2024 
Published: May 6, 2024 
 
 
Keywords 
agriculture; faculty; Critical Race 
Theory; leaders  

Abstract 
The experiences of Black faculty as leaders and administrators in the field 
of agriculture have not been widely studied nor reported. The goal of this 
research focused on Black faculty leaders' experiences in agriculture to 
gain firsthand insights regarding the enhancement of diversity, equity, 
and inclusion within agricultural higher education. The central research 
question guiding the study was: What are the experiences of Black faculty 
leaders at Colleges of Agriculture at Predominantly White Institutions 
(PWIs)? Counter-storytelling was used to explore the personal narratives 
of eight participants. These experiences fall within the tenets of Critical 
Race Theory. Three primary themes emerged: Navigating Leadership: 
Microaggressions in the Midst; Inequities: Is Everyone Really Equal; and 
Isolation: The Lone Ranger. Findings of this study hold valuable 
implications for practitioners, policymakers, and academic institutions 
seeking to enhance diversity, equity, and inclusion within agricultural 
higher education. Recommendations for policy and practice include 
providing support for leadership mentoring and professional 
development, conducting robust research on the intersection of race, 
ethnicity, and gender for faculty of color, and establishing collaborative 
initiatives between academic institutions, industry partners, and 
community organizations to address historical disparities and stimulate 
interest in agriculture among Black communities. 

mailto:Chanda.elbert@ag.tamu.edu
https://orcid.org/0000-0001-6115-6410


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Introduction and Problem Statement 
 
This study examines the leadership experiences of Black faculty and administrators in 
agricultural academic programs at the United States Land Grant Institutions. It emphasizes the 
need for increased representation of faculty of color, particularly in senior administrative 
positions, to improve recruitment and retention of students from diverse backgrounds. The 
scarcity and underrepresentation of Black professors in higher education, only 6% (NCES, 2022), 
is a significant issue. The study highlights the need to document and express the experiences of 
Black faculty and administrators in agriculture, as their contributions can help shape the future 
of agriculture. The agricultural field faces significant challenges in addressing the needs of 
marginalized populations due to the 72% overwhelmingly White American professorate (NCES, 
2022), specifically full and associate professors. As the academic field of agriculture grapples 
with contemporary demands, embracing the contributions of marginalized populations 
becomes pivotal in shaping future agricultural infrastructure. Historical inequities, including the 
enslavement of Black people, sharecropping, and loss of farmland, have contributed to 
diminished interest in agriculture among Black communities, exacerbating the lack of 
representation (Hinson, 2008). Consequently, it is not surprising that few Black professors are in 
colleges of agriculture. 
 
The findings of this study can inform targeted strategies and interventions aimed at increasing 
the representation and advancement of Black faculty within higher education, thereby fostering 
a more inclusive and supportive environment in colleges of agriculture. Moreover, the insights 
garnered from this research can guide institutional policies and practices that promote 
leadership development and equitable opportunities for faculty of color, driving positive 
changes in recruitment, retention, and career progression in the broader agricultural sector. 
 

Theoretical and Conceptual Framework 
 
This study drew from Critical Race Theory (CRT) and the notion of microaggressions to inform 
the study’s theoretical framework. In higher education, it is well-documented that Black people 
experience racism and discrimination (Haynes, 2020; Offermann et al., 2014; Turner et al., 
2008). Delgado and Stefancic (2001) stated that “Critical Race Theory (CRT) is a collection of 
activists and scholars interested in studying and transforming the relationship among race, 
racism, and power” (p. 2). Ladson-Billings (1998) stated that CRT helps to utilize and analyze 
experiences relative to African Americans within the systems of higher education by naming 
their realities. Counter-storytelling has emerged as a powerful and effective tool for connecting 
scholarship and marginalized voices in higher education. Solórzano and Yosso (2002) found that 
counter-storytelling allows faculty of color to relay their personal accounts of racial and ethnic 
inequalities. 
 
Hiraldo (2010) contends that CRT is part of our society's political, social, economic, and 
education. Delgado and Stefancic (2001) provided the foundation for the five tenets of CRT. The 
first tenet states that racism is ordinary and not aberrational; in other words, racism is 

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embedded in everyday life. In higher education, when diversity initiatives are ignored, 
institutionalized racism continues to exist (Iverson, 2007). The second tenet, interest 
convergence (IC), refers to the notion that “racism advances the interests of both White elites 
and working-class people” (Delgado & Stefancic, 2001, p. 7). At many higher education 
institutions, “professors are seen as owners of the curriculum” (Hiraldo, 2010, p. 5), and in this 
regard, they are the creators of knowledge in the curriculum as well as society. In essence, 
fewer black professors have opportunities to become creators of knowledge in higher 
education settings; therefore, they have a lack of voice in the curriculum for students. The third 
tenet is social construction, which refers to the ways that races are invented and manipulated 
by societal needs as long as they are useful and convenient. The fourth tenet contends that 
while racism is perpetuated at the structural/macro level in society, listening to and 
understanding the multiple and diverse lived experiences of individuals is essential for 
understanding how racism works to create inequities in individual outcomes due “to the ways 
the dominant society racializes different minority groups at different times” (Delgado & 
Stefancic, 2001, p. 8). The fifth tenet focuses on the importance of intersectionality or simply 
put, the idea that no individual can be adequately identified by membership in a single group. 
 
I also utilized the notion of microaggressions to analyze the data. Solórzano and colleagues 
(2000) stated that microaggressions are verbal insults or nonverbal or visual affronts which can 
be performed automatically or unconsciously. Druery and colleagues (2018) further iterated 
that “the problem with microaggressions is that the ‘micro’ means small or minor” (p. 75) when 
there is nothing small or minor about this behavior. Sue (2010) found that microaggressions can 
be identified within the context of microassaults, microinsults, and microinvalidations. 
Microassaults are purposeful and targeted racial derogatory statements; microinsults are subtle 
insults that convey negative messages; and microinvalidations are communications that are 
used to exclude the realities and lived experiences of people of color (Sue, 2010). A significant 
consequence of microaggressions is their capacity to influence and shape career trajectories 
(Payton et al., 2018). 
 

Purpose 
 
The purpose of this study was to investigate and understand the leadership experiences of 
Black faculty and administrators within agricultural academic programs at the United States 
Land Grant Institutions. The study aimed to shed light on the challenges, opportunities, and 
dynamics Black individuals face in leadership roles in the context of agricultural sciences. By 
examining their experiences, the study sought to provide insights to inform practical strategies 
to enhance diversity, equity, and inclusion within academic institutions and the broader 
agricultural sector. Additionally, the study aimed to contribute to the broader discourse on 
agricultural development by highlighting the significance of representation, leadership 
development, and advancement opportunities for underrepresented groups in the field of 
agriculture. The central research question that guided this qualitative study was: What are the 
experiences of Black faculty leaders at Colleges of Agriculture at Predominately White 
Institutions (PWIs)? 

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Methods 

 
I employed counter-storytelling as a method informed by a critical race theory perspective. 
Counterstories are narratives of the combined experiences of people from marginalized 
communities (Patton & Catching, 2009). These stories are powerful because marginalized 
voices are usually the ones that are unheard or have been silenced. Counterstories are 
powerful personal accounts that are grounded in real life. Solórzano et al. (2002) stated that a 
counter-story emerges when the tenets of CRT are involved and when people of color share 
their story, it is a counter-story. These narratives counter the dominant narratives. As a 
researcher, I assumed participants authored their own experiences produced through their 
interactions with social structures of oppression (Bhattacharya, 2017). 
 
Participants 
I recruited eight study participants through snowball sampling (Creswell & Poth, 2016). Each of 
my participants held the associate/full professor rank and was a current or past administrator 
within a College of Agriculture at a PWI. Snowball sampling proved valuable in securing 
qualified participants (Saldaña & Omasta, 2017). All participants identified as Black, African 
American, Caribbean, or African descent. Participants worked in land grant institutions that 
varied in size and location, spanning the northeastern, midwestern, southeastern, and 
southwestern regions of the United States. To ensure confidentiality, I utilized pseudonyms 
(Saldaña & Omasta, 2017).  
 
Demographics of Participants 
The gender, cultural identity of participants, region of the current institution, and type of 
institution of degrees received are reported in Table 1.  
 
Table 1 
 
Demographics of Participants 

Participant Participant Self Identity 

College/University 
Attended 

(BS, MS, PhD) 
Institution 
Employed 

Dr. Pioneer 
Dr. Analytical 
Dr. Scholarly 
Dr. Communicative 
Dr. Candid 
Dr. Introspection 
Dr. Intellectual 
Dr. Empowerment 

Black Man 
African Man 
Black Man 
African Woman 
Black Woman 
Caribbean Woman of African Descent 
Black Woman 
Black Woman 

PWI, PWI, PWI 
PWI, PWI, PWI 

HBCU, PWI, PWI 
HBCU, PWI, PWI 
HBCU, PWI, PWI 
PWI, PWI, PWI 
PWI, PWI, PWI 
PWI, PWI, PWI 

PWI 
PWI 
PWI 
PWI 
PWI 
PWI 
PWI 
PWI 

 

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Our beliefs, assumptions, and values impact every aspect of the research process. My 
intentionality and positionality for my chosen population led me to ask participants to share 
their counternarratives. My lived experiences as a Black woman navigating the nontraditional 
academic field of Agriculture informed my research. Due to our similarities and prior 
acquaintances, the participants could relate to the researcher in a way that facilitated sharing 
their personal experiences about their academic careers at a PWI. 
 
Data collection involved in-depth, open-ended interviews (Bhattacharya, 2017) with all 
participants at their respective institutions or a neutral location. I conducted formal, semi-
structured, open-ended, and in-person interviews with each participant. I journaled throughout 
the data collection process to document my thoughts and reflections before and after each 
interview (Lincoln & Guba, 1982). I also engaged in peer debriefing with expert colleagues and 
scholars in the College of Education to enhance the validity and reliability of the study. These 
experts also helped to conceptualize ideas and review questions and transcripts (Creswell & 
Poth, 2016). Based upon the thematic analysis, the following themes emerged: Navigating 
Leadership: Microaggressions in the Midst; Inequities: Is Everyone Really Equal; and Isolation: 
The Lone Ranger. 
 

Findings 
 
Navigating Leadership: “Microaggressions in the Midst” 
Typically, leadership roles within Colleges of Agriculture are predominantly held by White 
males, with infrequent representation from Black tenured faculty. Amongst the few Black 
faculty members who attain these elevated leadership positions, a common strategy involves 
acquiring the essential tools and resources required to pursue such roles. For instance, they 
have actively engaged in leadership and professional development opportunities over the 
years, thereby equipping themselves for the demands of leadership positions. Dr. Scholarly 
shared his approach: 

You know that you come in with the deck sometimes stacked against you, or you feel 
that way. It really left me, thinking I better be extremely prepared. So, with every 
situation, I know that I better study harder, I better know every fact I can and I better be 
prepared for multiple situations. 

 
After attaining leadership positions in academia, Dr. Scholarly encountered the daily influence 
of race and gender identities on his leadership experiences. He was acutely aware of the 
ongoing scrutiny he faced from his colleagues. Being a Black male situated in a predominately 
White environment, he anticipated and prepared for such challenges. This state of readiness 
aligns with the first and foundational tenet of CRT, asserting that racism is ordinary and a 
commonplace occurrence.  
 
As Black faculty continued to explore their identities, they found intersections between gender 
and race. Dr. Communicative shared how race and gender intersections played out in her 
professional and academic roles: 

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Everything I do comes from a context of my race and my gender, as well as, my 
community side, growing up in an inner-city area from an urban perspective. It's all 
interwoven and I don't think my race and gender influence my leadership, my leadership 
comes from a racialized context; it comes from a gendered context; it's intertwined. 

 
Her multiple identities were salient in her daily interactions with dominant cultures in the work 
environment. Dr. Scholarly and Dr. Communicative reiterated the need to name their realities 
as they navigated each day while interacting with others.  
 
Two participants stressed the importance of their ethnicities while navigating their leadership 
experiences. Dr. Introspection expressed that race did not impact her identity as a leader; 
however, she viewed her Caribbean ethnicity and gender identities as salient and central 
motivators for pursuing opportunities: 

If I see a training or an experience that specifically targets women, of course I’m  
going to go for it. The same thing with funding or taking advantage of opportunities  
that have been specific to me because of my ethnicity. I think that, being someone who 
comes from a culture where people are unafraid to take risks, is the lens from which I 
operate. 
 

While navigating many leadership experiences at several universities and as a proud Nigerian, 
Dr. Analytical expressed similar sentiments. 

I think that the institutional arrangements here in the United States, for generations, 
created a kind of a master-servant environment. Maybe it came out of slavery which 
keeps some of our people where they continue to second guess themselves and seek 
approval where it's unnecessary. I wouldn't say we didn't have that experience because 
I come from Nigeria; it was a colony, but because of the way my family interacted, we 
were kind of rebels, as an African, I was raised with deep values. 

 
As active participants within their familial and perspective cultural communities, Dr. 
Introspection and Dr. Analytical shared that their ethnicity and cultural identities were 
particularly salient relative to how they navigated their daily lives as they relate to their lived 
experiences and leadership.  
 
Microaggressions such as microinsults and microassaults impacted their leadership.  
Dr. Scholarly shared one example of a microinsult inflicted on him by a colleague. His colleague 
continued to ask Dr. Scholarly the following question: 

Where did you go to school? I didn’t expect you to know this. The assumption was that 
you were not able to compete, sometimes the assumption that you were there because 
you were Black, but not because of your academic capability. That was a challenge to 
overcome how you had to be twice as good and expect half the credit.  

 
Furthermore, these types of questions and comments assign a degree of intelligence about Dr. 
Scholarly’s racial identity. These comments also question the relevance and rigor of the 
participants’ educational degrees by attempting to invalidate their intellectual value.      

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Inequities: "Is Everyone Really Equal?” 
Participants questioned their treatment based on their race, ethnicity, and gender identities 
and shared how they were often excluded from potential opportunities. These types of 
exclusions further exemplified the tenets of CRT, highlighting that racism is an integral 
component of the daily interactions faced by Black faculty. Dr. Intellectual said: 

Some of my constituents that came in around the same time came into an extension  
and a research appointment and automatically they’re in on grants. They didn’t have to 
contribute to it at all, well other than a little bit, they come into papers. There is just a 
relationship already, that changes your outputs, your thought process, and your  
sense of belonging.  

 
These inequalities continued to surface even after participants secured various leadership 
positions. Dr. Analytical shared his experience as a center director when a research dean 
decided he should no longer have a leadership title or authority. The research dean expected 
Dr. Analytical to continue to keep the center running efficiently but without the appropriate 
title. Ultimately, the research dean appointed someone else to Dr. Analytical's position. 
Additionally, the new director's salary was funded by grants previously awarded to Dr. 
Analytical; moreover, the new director became Dr. Analytical’s new supervisor. This painful 
experience resulted in Dr. Analytical returning to his department to resume his role as a faculty 
member. In this case, the institution not only allowed such blatantly aggressive behavior but 
also initiated and carried it out.  
 
Faculty in this study shared the need to prove their worth at work. Even though participants 
were qualified and demonstrated success in their respective positions, colleagues still perceived 
them as less than their colleagues. As the first Black female administrator in her department 
and the first to serve in this type of administrative capacity in her academic college, Dr. Candid 
was met with resistance by her colleagues every step of the way. She shared with her 
department head: 

They keep going over my head to you, and every time you do that, you undermine my 
position. You undermine not just the position and what the position stands for, but you 
undermine me on a personal level and a professional level as a woman of color. 

 
In this example, the department head began to work with Dr. Candid and attempted to support 
her. However, this support was too little too late, as Dr. Candid chose to leave and relocate to 
another institution due to the microaggressive behaviors of colleagues.  
 
Professional Isolation: “The Lone Ranger” 
Participants shared their feelings of isolation in their faculty and academic leadership positions. 
Most participants were the first Black faculty or person of color in their departments within 
their agricultural colleges. Dr. Empowerment said, “I came here as the first female and the first 
person of color, first Black person, still the only Black person on the faculty, period, tenure 
stream, or otherwise.” Other participants also echoed the experience of isolation.  
 

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Experiences of acute disrespect described by participants were reminders of the dominant 
social orders. Participants reported being the first person of color to hold a position and having 
remained that way over decades. Participants also grappled with the additional pressures of 
representing or being the spokesperson for their ethnicity or race. These aggressions of 
exclusion and alienation are behaviors that are more advantageous toward White people. Dr. 
Scholarly said: 

You feel like you have a whole culture on your back because, if you mess up, then the 
assumption is that this is what happens if you hire a person that looks like him, so 
there's a huge weight.  

 
Black faculty are often in positions where they must prove their worth within their discipline. 
Participants also reported various committees and service activities where they volunteered to 
work with several organizations. One such faculty member became overly involved as a leader 
in her discipline. While serving as a leader in multiple organizations simultaneously, she 
continuously felt as though she had to prove her worth. 
 

Conclusions, Discussion, and Recommendations 
 
These themes are vital to consider because microaggressions and institutional racism continue 
to prevail in U.S. institutions of higher education (Rolón-Dow & Davison, 2021). However, it is 
not a surprise that microaggressions are present with Black faculty in colleges of agriculture due 
to the longstanding history and negative perceptions and realities of Black people in agriculture. 
Hurtado (1992) discusses the “chilly” climate that Black faculty endure due to colonialism. 
Three decades later, the “chilly” climate appears to be more like an “iceberg” with Black faculty 
trying to measure the depths underneath the iceberg while navigating the academy.  
 
Stanley (2006) found that “regardless of the situation, faculty of color perceive that they are 
held to higher expectations and that they are not acknowledged when they make an effort to 
respond to the requirements in place” (p. 715). Untenable political landscapes and 
microaggressions contributed to participants leaving administrative positions (Edwards & Ross, 
2018; Griffin et al., 2011). Many participants in this study chose to return to their academic 
departments and resume their full-time duties as faculty members. These experiences reflected 
the first tenet of CRT —that racism is ordinary (Delgado & Stefancic, 2001). Another tenet of 
CRT —interest convergence —also played out in the participants’ experiences. Black faculty 
administrators who were perceived as no longer serving the interests of their White colleagues 
were either replaced or removed (Bell, 2004; Delgado & Stefancic, 2013; Orelus, 2020). The fifth 
tenet of CRT reflects the importance of intersectionality. In this regard, Black faculty shared 
their gendered experiences and how their intersectionality impacted their professional 
workspaces. Microaggressions were experienced by all participants in this study. Similar studies 
(Louis et al., 2016; Turner et al., 2008) found that Black faculty who experienced 
microaggressions felt disempowered.  
 

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These findings suggest that additional research should be conducted to explore the 
intersections of leadership, race, ethnicity, and gender for faculty of color and administrators in 
colleges of agriculture. Such studies could aid in developing a model to inform policies to 
support underrepresented faculty in colleges of agriculture on a local and national level. 
Institutional level mechanisms must be established wherein Black faculty can comfortably 
discuss issues such as microaggressions and inequities they experience in their daily 
interactions. Jayakumar (2009) contended that understanding this type of issue is one of the 
first steps to equity in our society. It is further recommended that equitable institutional 
programs and resources be implemented and accessible for each faculty/administrator. The 
findings of this study hold valuable implications for practitioners, policymakers, and academic 
institutions seeking to enhance diversity, equity, and inclusion within agricultural higher 
education.    
 
The following implications offer actionable insights to create a more inclusive environment for 
Black faculty in colleges of agriculture and administrators within the United States land grant 
institutions: 
 
Targeted retention will address CRT's first tenet, which states that racism is ordinary, which is 
identified in each of the following themes: Navigating Leadership: Microaggressions in the 
Midst; Inequities: Is Everyone Really Equal; and Isolation: The Lone Ranger, based upon 
participants' experiences while sharing their sentiments of isolation in the workplace. Mena 
and Vacarro (2017) describe this isolation type as environmental invisibility, implying that you 
are one of a few on a college campus. Academic institutions have primarily focused their efforts 
on the retention of diverse faculty. However, it is not enough to bring Black faculty to campus; 
academic institutions must institute programs, practices, and interventions to retain faculty. 
Such practices must address isolation issues by working towards creating a critical mass of Black 
faculty. Thus, an authentic sense of belonging may begin to exist in the work environment.  
 
Leadership Development and Advancement programs will address CRT's first tenet, which 
states that racism is ordinary, identified in the following themes: Navigating Leadership: 
Microaggressions in the Midst; Inequities: Is Everyone Really Equal; and Professional Isolation: 
The Lone Ranger. CRT’s fourth tenet contends that while racism is perpetuated at the 
structural/macro level, it is identified in the theme: Inequities: Is Everyone Really Equal? CRT’s 
fifth tenet, which focuses on intersectionality, addresses the theme Navigating Leadership: 
Microaggressions in the Midst. Participants expressed experiences of exclusions and biased 
treatment from colleagues and academic leaders. Academic institutions should prioritize two 
types of leadership development programs —one that caters to the unique needs of 
underrepresented individuals and another that focuses on White academic leaders' biases and 
the daily and often insidious impact of those biases. Leadership development should include 
providing an inclusive environment that promotes open dialogue, awareness, and active 
engagement with diversity, equity, and inclusion issues.  
 
Collaboration and outreach will address CRT's first tenet, which states that racism is ordinary, 
identified in the theme: Navigating Leadership: Microaggressions in the Midst and Inequities: Is 

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Everyone Really Equal? Collaborative initiatives can stimulate interest and promote a holistic 
approach to agriculture.  
 
These initiatives will bridge the gap between academia and practical agricultural applications 
while addressing historical disparities and creating a sense of community among stakeholders.  
This study underscores the urgency of addressing the underrepresentation of Black faculty and 
administrators within agricultural higher education. Higher education institutions can cultivate 
a more inclusive and diverse academic environment, which, in turn, benefits students, faculty, 
and the broader agricultural sector. Inclusiveness also enhances the quality of diverse 
perspectives. Embracing these recommendations is pivotal for advancing academic excellence 
and realizing a more equitable and inclusive agricultural education landscape. Lastly, including a 
diverse faculty will help address local, national, and international issues such as food security, 
climate change, and STEM. The United States is remarkably diverse, and its land grant higher 
education institutions, including the agriculture sector, should represent that diversity.  
 

Acknowledgments 
 
Author Contributions: C. D. Elbert - Conceptualization, methodology, writing the original draft, 
data collection, analysis, and editing. 
 

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