Date of Award


Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Julie M. McCann, Ph.D.

Second Advisor

La' Toya Thomas-Dixon, Ed.D.

Third Advisor

Laurie Wellner, Ed.D.


This qualitative study focused on the experiences of 10 African American professionals, five males and five females, in educational administrative positions. The purpose of the study was to show how African American educational administrators perceived double consciousness and describe how they navigated or negotiated their race when working with Caucasian stakeholders in educational organizations. The administrators participated in two interviews, answering questions on race, socioeconomic status, differences between Black and White leadership and lifestyles, culture, and double consciousness. The theoretical framework of this study included elements of critical race theory and culturally sensitive research approaches to support a narrative inquiry. Each administrator participated in two in-depth interviews at locations chosen by the participants. Each interview session was recorded and transcribed. Four major findings of the study indicated that dualism was innate and internalized, as Black administrators, the participants faced five major challenges, and the participants created a sense of self personally, professionally, and as educational leaders. A synthesis of the findings revealed that the African American administrators functioned within one or more level of duality, which the researcher coined as layers of duality.