Factors Contributing to Black Engineering and Computing Faculty's Pathways Toward University Administration and Leadership

Black engineering and computing faculty face a host of racialized professional barriers, yet some do assume positions in university administration. Black engineering and computing faculty who transition into administrators are dual science, technology, engineering, and mathematics trailblazers, in their disciplines and in university leadership positions. Informed by social capital theory, their pathways from engineering and computing faculty to administrators reveal their ambition to: (a) increase Black representation by assuming administrative roles; (b) effect change, particularly in terms of diversity and equity; and (c) dynamically support students, faculty and staff members, and other administrators. Black faculty who transition to administrative positions contribute to the university's overall mission and vision of diversifying the leadership team, but it signals a loss of a Black faculty member whose primary duty is to teach and train future Black computing and engineering students and postdocs. This study expands the use of social capital theory into the domain of higher education administration by examining Black engineering and computing administrators at Historically White Institutions and Historically Black Colleges/Universities who drew from racially affirming social capital to secure upward mobility. We found that robust social networks and participation in leadership training programs were key features of the path from engineering and computing faculty to administration. Recommendations for practice and future research are shared to contribute to Black engineering and computing faculty's pathways toward university administration and leadership.