Black women faculty represent a small percentage of full-time faculty in higher education and are often invisible, marginalized, and expected to perform duties beyond teaching, research, and service. Yet, their success in higher education positions them as possibility models for change on their campuses. The purpose of this study is to investigate the experiences of three Black women faculty who teach in graduate education programs. Specifically, we examined how teaching using culturally relevant practices may cause Black women faculty to negotiate their identity within higher education organizational structures. Using a theoretical framework informed by Black feminism and the Culturally Relevant Leadership Learning Model, three salient themes were identified: roles and responsibilities, resistance, and limitations within the academy. Implications for practice include the creation of identity specific support for Black women faculty and attention be given to faculty and student readiness prior to engaging in culturally relevant practices beyond critical self-reflection.

黑人女教师在高等教育中占全职教师的一小部分，通常是无形的，边缘化的，并且有望履行教学，研究和服务以外的职责。然而，他们在高等教育中的成功使他们成为校园变革的可能模型。这项研究的目的是调查在研究生教育计划中任教的三名黑人女教师的经验。具体而言，我们研究了使用与文化相关的实践进行教学如何使黑人女教师在高等教育组织结构中协商自己的身份。使用黑人女权主义和文化相关领导力学习模型提供的理论框架，确定了三个突出的主题：学院内的角色和责任，抵抗和局限。