Introduction and Overview During the latter half of the 20th century, Black women achieved dramatic progress in institutions of higher education. Despite the pervasive, interactive effects of institutionalized racism and sexism, these women made tremendous strides as students, faculty, and administrators. Out of the intense struggles of the civil rights and women's movements, they currently occupy leadership roles in the academy that were once formally denied to-them. For example, since 1986, the percentage of women college presidents rose from 9.5% to 19% while the percentage of minority presidents increased from 8% to 11% (American Council on Education, 2000). By 1998, 6% of all minority college presidents were African Americans, and minority presidents were more likely than White presidents to be women. Notwithstanding these advances, confronting inequities and making colleges and universities more inclusive and hospitable for Black women continue to represent ongoing struggles as the new millennium begins. As Benjamin (1997) maintains, the ivory tower, the voices [of Black women] are shrouded beneath a racist and sexist cloud that is often chilly at White institutions and lukewarm, at best, in Black ones (p. 211). The idea for this special issue of the Journal of Negro Education (NE) arose from our own personal recognition of the struggles and triumphs of Black women in the academy and from the many similar victories and setbacks that were brought to light during the Black Women in the Academy II: Service and Leadership Conference held in Washington, D.C., in June 1999.(1) This special issue serves not only to highlight some of the issues discussed at that international gathering but to document the continued oppressive experiences of Black women in the academy while accentuating the lessons of survival, strength, and resilience gained from adversity. We hope that the perspectives put forth will help readers of this JNE issue to better understand the totality of Black women's experiences in the academy. We hope also that these articles will make readers be aware of the many ways in which race, gender, and ethnicity intersect and define these experiences. The contributors cover a variety of areas and contexts. Unifying themes among the articles are their attention to institutional climate, support systems and networks (or the lack thereof), role ambiguity and role overload, the connections between racism and sexism, and other systemic barriers facing Black women faculty in the academy. In considering articles for this issue, our aim was to be as inclusive as possible-to bring together a diversity of voices, perspectives, and backgrounds to address the conditions, challenges, and opportunities faced by and available to Black women in the academy, not only in the United States but also abroad. Therefore, we divided this issue into two major sections. Section One focuses on African American women in U.S. colleges and universities. In particular, the articles in this section provide insights into the historical and contemporary status of African American female faculty members, students, and staff in higher education and their continuing struggles for institutional change. Sheila T. Gregory gives special attention to the thorny issues of appointment, promotion, and tenure as well as to the more macrolevel issues such as institutional culture and systemic barriers. Veronica G. Thomas examines the motivators, obstacles, and support systems of reentry or older college women, highlighting the special challenges faced by older African American women who return to undergraduate school. In another article, Cheryl Evans Green and Valarie Green King share findings from an Africentric leadership development program for Black women in the academy that utilizes a collective mentoring process. …